Class teachers and support staff should ensure that they have a good understanding of the child or young person’s developmental history and learning profile and that they have access to recent assessment information. Monitoring behaviours and reporting any changes that may indicate a change in vision and/or hearing levels.
Key to successful planning and outcomes is listening to the voice of the child or young person and ensuring pupils are involved in the development and evaluation of support strategies used in the classroom. Talking to parent carers is also vital to gain a full understanding of what works for a pupil, as well as seeking advice from the SENCo. It is important to know the child or young person’s interests, strengths and any barriers to their learning in the classroom, as well as strategies that work both in school and at home currently.
All this information enables classroom staff to plan appropriate teaching adaptations, reasonable adjustments and targeted interventions that can be delivered within class through the curriculum.
Systems will also need to be in place to support young people to consider and share their states of emotional wellbeing.
Teachers are likely to need to access additional CPD to support them in adapting their teaching and implementing reasonable adjustments. This may include accessing training from a specialist teacher.