1st Edition
Developing Educational Plans for Learners with SEND How to Support Speaking and Non-Speaking Children in All Settings
Acknowledgements
Introduction
Part I Communication and Interaction
Preface
1 Inclusive Practice: The Delivery of Inclusive Education for Learners with SEND
2 What Does the Physical Environment Look Like?
3 How to Implement a Communication-Supportive Environment
4 Opportunities that Pupils Have to Practise Their Communication Skills
Part II Cognition and Learning
Preface
5 Understanding How Children Learn: The Crucial Role of Working Memory in the Classroom
6 Interventions: Pre-Programme and Reading
7 Writing and Maths Interventions
8 Assessment and Tracking
Part III Physical and Sensory
Preface
9 Sensory Processing and Regulation
10 Sensory Integration Interventions
11 Sensory Impairments and/or Physical Needs
Part IV Social, Emotional and Mental Health (SEMH)
Preface with Jade Collinge Long
12 Research into Mental Health Strategies for Non-Speaking Autistic Pupils
13 Mental Health Support
14 TOOLBOX: Practical Regulation and De-escalation Strategies for Both Speaking and Non-Speaking Pupils
Conclusion: Putting It into Practice
References
Index
Biography
Darleen Matoe Grimsby is a Trust SENDCo and Inclusion Officer at Unity Education based in Norfolk, UK. She now leads SEND across a diverse range of schools including Mainstream, SEMH settings, Alternative Provision, Specialist Resource Bases and Complex Special Needs. Darleen has proven expertise in creating, developing and implementing programmes and strategies to support students with diverse learning needs.
