Teach Secondary Issue 14.3

environments for discrete categories of pupils with SEND – yet research shows that this approach can have mixed impact, due to its excessive germane and extraneous load for teachers. The science suggests that there can be pronounced neurological similarities across many ‘types’ of SEND. Different students who may, for example, have ADHD; who are on the autism spectrum; and who present persistent literacy difficulties will share some differences and challenges with respect to their executive function, but are also likely to have a strong preference for visual approaches from teachers. Evidence suggests that what these different learners have in common is a need to be givenmore time for thinking and processing; access to visual tools they can use for planning and organising; and to hear succinct, unambiguous language from the adults around them. These are high value strategies – core pedagogical approaches which, if intensified, can provide a strong framework for nurturing independent learning behaviours. Replacing discretely siloed ‘autism friendly’, ‘dyslexia friendly’ and ‘ADHD friendly’ teacher development initiatives with a commonly agreed toolkit of high value strategies can achieve the whole school sense of coherence needed for inclusive practice. Matching the learning profiles of a diverse population with common core requirements will result in a lower cognitive load for teaching staff. 4.Utilise pre- andpost- teaching For inclusive environments to endure, policies and practices must actively promote co-activated, sequential rehearsal and application of information. This is where scaffolding through pre- and post- teaching comes in. ‘Pre-teaching’ prepares learners for the concepts and skills that will be addressed in a given lesson before they encounter them. It provides a platform through which key vocabulary, complex language concepts and upcoming expectations of a lesson or an event can be introduced and rehearsed, and perhaps supported by well-focused language and visual scaffolds. These visual cues can then be taken into a lesson and used by learners to help reduce cognitive load, leaving more space for engagement with learning through collaborative peer work and independent activities. The co-activation phase created by pre- teaching can be embedded through follow-up rehearsal and application via carefully tailored post-teaching activities. This is where so-called ‘mental state words’ can become hugely important, as a way of promoting metacognitive thinking to learners. Key mental state words for any post-teaching session may include ‘ believe ’, ‘ know ’, ‘ think ’, ‘ imagine ’ and ‘ guess ’. These words frame concepts designed to take learning beyond a strictly informational level, and into a neurologically deeper form of learning that entails relating, generalising and applying. Slowing down these processes of thinking and probing beyond the informational level can generate that essential element of curiosity. This combination of pre- and post-teaching with sound metacognitive approaches and use of mental state words will ensure learners requiring SEN provision are armed with sufficient information to engage fully in lessons and events beyond the classroom. 5.Harness technology The recent emergence of Artificial Intelligence presents opportunities for students with specific needs to access the same education as their peers. Technology can also facilitate differentiated instruction, and enable teachers to provide a range of resources for students that can be tailored to meet individual learning needs. AI software, such as ChatGPT, can further transcribe verbal instruction in real time, to support learners with communication barriers. When integrated thoughtfully, technology can play a major role in the creation of inclusive educational settings. ABOUT THE AUTHORS Professor Geoff Baker is CEO ofTrue Learning PartnershipMAT and Emeritus Professor of Education at the University of Greater Manchester; Craig Lomas is a Senior Lecturer in Education at the University of GreaterManchester; Angela Scott is National Lead for SEND for Eastern Leadership UK PRINCIPLES IN PRACTICE REFLECTIVEMINDSET If you’re struggling tomeet the needs of a particular learner or a group, keep a reflective journal summarising what went well andwhat could be improved, noting one example for each.This information can then be cited in discussions with like- minded colleagues and used to inform future planning. TAILOREDAPPROACHES Explore ways of obtaining feedback from learners on their experiences of certain learning activities or units of work.You could ask individuals to stay behind and let you know how they’re finding things or, depending on their level of need, use storyboards or visual examples to convey their feelings. If you’re going to attempt something new, let your learners knowwhat to expect and then ask them for feedback. HIGHVALUE STRATEGIES Identify one high value, inclusive teaching strategy and seek to embed this in your teaching. Engage with research, and be sure to get feedback fromany students and colleagues with whom you utilise this approach. PRE-/POST-TEACHING Incorporatemental state words into post-teaching sessions – which could be as simple as utilising said terms in plenary questions at the end of a lesson, or as part of further study aimed at encouraging learners to engage with deeper learning processes. HARNESSINGTECHNOLOGY Working individually or with other teachers, engage with one new technology every half term. Somemay not suit your teaching style, but othersmay yield dividends that save you huge amounts of planning or administrative time, or significantly enhance your practice. 47 teachwire.net/secondary S E N D