As students slowly try to get to terms with the 'new normal' and how they can now interact with their peers and teachers within the school environment,Ìýsome of your learners, especially those with SEN, may be feeling more anxious and stressed. To help keep them on track, we are offering a number of digital resources that allow you to assess, educate and support young people either face to face or remotely while keeping them engaged during these challenging times.
We understand that in-person sessions may not be possible right now.Ìý
Telepractice enables you to continue to provide care, by applying familiar online technologies to connect you to your students in a virtual session.
If you decide to use remote sessions, you must consider all the surrounding issues related to this change in service-delivery method.Ìý
Our telepractice guidelines explain the use of our products in relation to your professional practice, so you can safely continue to provide that all important support to your students.
Q-global is our web-based administration, scoring and reporting system that enables you to administer a selection of assessments, remotely or via telepractice, so you can continue supporting your clients during social distancing. Q-global also allows you to input results from paper-and-pencil assessments to generate scores and produce accurate comprehensive reports.
Standardised scores can help you provide evidence of ability in key areas for your students’ access arrangement and Disabled Students’ Allowance (DSA) applications. Schools and colleges trust us to provide them with reliable measures, including the WIAT-III UK for Teachers, WRAT5 and DASH.
Our dedicated Access Arrangements pageÌýincludes theÌýlatest guidelines and regulations, links to useful sites, andÌýinformation on the tests from ÃÛÌÒapp Assessment which are suitable.
We've created an Access Arrangements and Disbled Students Allowance Interactive Guide.
One in five learners has a special educational need. By identifying difficulties early on, schools can work with families and pupils to have a positive, long-term effect on development and achievement. We are here to help support you with a range of assessments, interventions and CPD resources, so that you can help students participate, progress and enjoy school life to the full.Ìý
We’re dedicated to helping you maintain your CPD throughout your career, with a range of training tools, programmes and unique award sponsorship.
Discover our wide range of tools and events designed to help you continue to develop and support the needs of the students you work with.
We believe all young people should be able to access their learning in a way that meets their individual needs. Find out how we've been supporting accessibility in schools.
ÃÛÌÒapp resources that can help provide additional support to students with Special Educational Needs:
We believe everyone should have the same opportunity to achieve their full potential and to be successful at school. That is why we are here to help you to support your students throughout their educational journey from assessment and intervention to examination, so they can succeed no matter their need.
Learn more on our range of resources and support in our "Supporting your SEN students interactive guide".
Mental health is an important part of staying healthy, especially during these uncertain times. Practising mindfulness at times like these can help to rewire the brain to work in calmer and more positive ways. To help get you started, we’ve created a series of videos and guides, which will introduce mindfulness techniques you can practice at home that are suitable for teachers, young people and parents.
Additional support on wellbeing and anxiety can also be found on the following websites:
In classrooms up and down the land *we have all seen young children working hard to express themselves, we have seen them working hard to understand what is being asked of them and we have seen them working hard to maintain their attention on the task at hand, we see children in the playground working hard to make and maintain friendships and we know how hard this work is for some children.Ìý
With an ever-growing body of evidence suggesting high and increasing levels of mental health difficulties in children, alongside the significant majority of children with clinical levels of mental health need not being seen by mental health services, schools are under increasing pressure to provide mental health support themselves.
I started working at Market Field School as an LSA when I was 17 with no awareness of what I was walking in to. I had no knowledge of SEND and the only experience I had ofÌý ‘mental health difficulties’ were my own.
