National Association for Special Educational Needs (NASEN)
Nasen is the UK’s leading organisation supporting those who work with or care for children and young people with special and additional educational needs and disabilities.
Nasen Mini Guides:
This guide aims to help the SENCO in establishing a consistent whole-school approach to meeting the needs of pupils with dyslexia – support all teachers and support staff in developing a dyslexia-friendly learning environment – develop teaching and learning strategies that make the curriculum accessible to learners with dyslexia – suggest resources which SENCOs and teachers can access to support pupils’ learning and help them develop coping strategies.
This guide aims to summarise the content of the SEND Code of Practice – highlight key changes from earlier statutory guidance – explore the implications of the Code for schools and settings – signpost readers to case studies and other sources of information, advice and support.
This guide aims to remind school staff of the requirement to work in partnership with parents and carers – consider the benefits of engaging parents and carers – explore what effective engagement with parents and carers looks like – set out what schools and settings can do to improve their engagement with parents and carers.
This guide aims to Set out the range of support that TAs can provide – examine recent research into the impact of TA support on pupils’ engagement, participation and achievement – consider the role of the school senior leadership team in determining how TAs are deployed – explore the importance of planning and feedback in the teacher/TA relationship – consider how schools can support TAs to improve the effectiveness of their practice.
This guide aims to introduce school staff to the graduated approach to SEN support, with the child and family at its heart – emphasise the role of class/subject teachers as teachers of all pupils, including those with special educational needs and/ or disabilities – look in detail at each aspect of the Assess-Plan-Do-Review cycle – explore ways of involving parents and carers throughout the support process.
This guide aims to explain the purpose of and pupils’ eligibility for the pupil premium – support schools to maximise the impact of the pupil premium for their disadvantaged pupils – promote evidence-based practice by reviewing the outcomes of research and inspection data on the impact of interventions on attainment – explore issues of accountability and self-review.
This guide aims to promote high-quality teaching, differentiated to meet individual needs – encourage schools to track pupils’ progress and review the quality of teaching – encourage a collaborative approach to planning support for pupils who are not making adequate progress – encourage schools to map the additional provision they make for pupils – demonstrate the importance of putting the quality of provision and pupils’ progress at the heart of a school’s performance management arrangements.
This guide aims to set out the key principles underpinning successful transition from one educational setting to another and into training or employment for children and young people with SEND – suggest some practical approaches to supporting a smooth transition at different stages in the education process – examine processes for transition planning and review in secondary schools – identify what schools and disabled young people themselves can do to smooth the transition.
This guide aims to describe the responsibility of the special educational needs co-ordinator (SENCO) in supporting whole-school approaches to struggling readers – provide practical strategies for use within secondary schools – suggest other resources that SENCOs can utilise to improve reading progress within their school.