This course will be online.

What has the last year taught us about how specific learning difficulties create barriers to learning in the online environment?

Many of our schools are now providing a full virtual timetable of online lessons. However, The EEF rapid evidence assessment highlighted that ‘disadvantaged pupils are likely to particularly benefit from explicit support to help them work independently’. Therefore, it is important that teachers know why individual students with SEND may struggle online so that they can support appropriately.

Can research findings provide us with an evidence-based framework to support those with SEND?

The EEF meta-analysis of research into approaches to online learning last year found that the main elements of effective classroom teaching apply in the online learning environment. However, SEND students still need additional support and key research can help identify and frame the response.

How can teachers apply research effectively to ensure their SEND students can make the same progress as their peers and are not left behind during school closures?

The next step is to apply the right strategies in lessons to support those students, but many of these techniques may be of benefit their peers also. It is also important to establish simple approaches, grounded in existing research that achieve a strong impact without negatively impacting on teacher workload.

Course Outline

Why are some SEND students struggling in the online learning environment?

• How the main SEND in our schools create barriers to learning in the online environment: Dyslexia, Autism Spectrum Condition, ADD/ADHD, Dyspraxia and SEMH
• Evidence based research can help to frame support strategies:
• Findings from the EEF (2020) meta-analysis & Ofsted’s, guidance on remote education encourage teachers to go back to basics
• How Cognitive Load Theory can be applied to remote learning and why immediate feedback is even more significant now

Practical strategies to takeaway - a menu of techniques designed to support in key areas:

• Literacy difficulties
• Communication difficulties
• Weak executive function skills
• Working memory difficulties
• Attention deficits

Presenter Profile

Amanda Ross-Scott has had over 15 years’ experience as Head of Learning Support in leading independent schools. A role as psychology assistant in a London hospital working with amputees, patients with brain injuries, and eating disorders fuelled an interest in the neuroscience behind mood and learning. Post-Graduate training in Specific Learning Difficulties (SpLD) followed and for the past 20 years, Amanda has provided specialist learning support to pupils and private clients in a wide range of schools and settings, as well as regular whole school CPD/INSET sessions for teachers. Most recently she was Assistant Head Teacher, Head of Learning Support, DDSL and Wellbeing Lead at Northbridge House school where she spent the past 6 years. In her private practice, she supports young people with learning needs and mental health issues, to overcome their difficulties, recover their self- esteem and confidence, re-engage with their learning, and achieve the grades they need to either continue successfully in further education or on their journey through life.

Cost: £150 per delegate

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