Top Tips on Supporting SEND Students

My Top Tips for Supporting SEND Students

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• Listen – Listen to the ‘voice’ of a pupil with a SEND to gather valuable feedback.

• Ask the Student – Your students will appreciate you asking them for their views about what works well and what could be improved in their learning.

• Ensure Lessons are Accessible – I believe that every student deserves to have access to their classroom and their work, whether they use lifts, making sure their lessons are on the ground floor of the building or doing their class work on a device.

• Inclusion – Inclusivity is so important when working in an educational setting. Everything can be adapted to suit the needs of the students.

• Independence – It’s good to let the students have some independence and encourage them to do some things by themselves.

• Give them Time – Patience is an important key when working with a SEND student. A student with a physical impairment might take a little longer on certain tasks.

• Additional Resources – Some students may need visual resources to support their learning and understanding.

• Giving Opportunities – It’s a wonderful thing to give your students opportunities for success.

• Celebrate Individuality – Teach your students to be their own person.

• Breaking Tasks Down – Breaking instructions into small manageable tasks to reduce stress or feeling overwhelmed.

The author

Ellise Hayward

‘Ellise Hollie Hayward has cerebral palsy and she is a non-verbal motivational/public speaker. She is a confident, passionate young woman who aims to educate people about disability and inclusion. Ellise is also an AAC (Augmentative and Alternative Communication) Ambassador and EDI Ambassador at Ashton Park School, a Trustee at Teach Us Too as well as the Disabilities Editor and a Patron for The Jill Dando News Centre, part of The Priory Learning Trust. Her aim is to level the playing field and bring equality and inclusion in education, healthcare and workplaces. Ellise’s message is quite simply ‘ask, never assume’.‘