179 items match current search and filters.
Profound and Multiple Learning Disabilities (PMLD): Attention Autism
Research Report
Implementing stages 1-3 of Attention Autism with learners with PMLD increased focused attention, anticipation and engagement, supporting its use as a whole-school quality-first strategy and prompting further exploration of sequencing and assessment.
Increasing Meaningful Parent/Carer and Pupil Voice
Research Report
Structured conversations and visual tools for gathering feedback strengthened parent and pupil voice around SEND provision, leading to more responsive adjustments, better communication and, in some cases, improved engagement and attendance.
Assistive Reading Technology: A focus on young people with vision impairments (VI)
Research Report
Accessible books and the EasyReader app improved independence, motivation, and engagement for young people with VI, though limited title availability and home use remained barriers.
Adaptive Teaching: Peer support
Research Report
Peer support with focus cards produced mixed results; carefully matched pairings improved focus and self-regulation, while unsuitable pairings led to distraction, highlighting the need for thoughtful implementation.
Introducing Attention Autism
Research Report
Introducing the Attention Autism program in a resource base increased autistic pupils' attention, turn-taking and participation, with emerging transfer of skills into unstructured times, showing the value of carefully paced, highly engaging group sessions.
Maths on the Move: Learning through movement
Research Report
Movement-based angle work and algebra tiles in large spaces boosted engagement, conceptual understanding and pride for two secondary pupils with SEND, highlighting how kinaesthetic learning and manipulatives can unlock participation in maths.
Deepening Productive Partnerships with Parents/Carers: A focus on support in the home
Research Report
Structured APDR conversations with families strengthened communication and improved understanding of SEND needs at home, demonstrating how partnership-driven processes can enhance support for learners and carers.
PMLD: Social interaction
Research Report
Interest-led, sensory-rich activities and targeted peer pairing in lesson study sessions improved engagement and social interaction for pupils with PMLD, showing that personalised interests and movement can powerfully scaffold communication and focus.
Dual Coding: Mainstream Secondary
Research Report
Dual coding strategies with simplified visuals and structured layouts improved engagement and writing outcomes for secondary pupils, showing the sustained benefits of visual scaffolds for diverse learners.
Parent/Carer partnership: Structured Conversations
Research Report
School-developed Structured Conversations with parents and carers created more focused, action-oriented partnerships around SEND support, improving goal clarity and trust while exposing post-COVID barriers to direct communication with class teachers.
SEND and Race
Research Report
Using action research to interrogate racial bias in SEND identification prompted staff reflection and dialogue about labelling practices, underlining the need for ongoing scrutiny and more equitable systems for SEMH and MLD.
Colourful Semantics and AAC
Research Report
Embedding Colourful Semantics and AAC tools into shared reading increased engagement and comprehension for two non-speaking pupils with autism, showing the impact of visual supports and interest-based texts on participation.