Special Educational Needs (SEN) & Inclusive Teaching & Learning Practice - Primary

Course Information

  • Course Code: EC280
  • Duration: 14 weeks x 2 hours
  • Price: £325.00
  • Start Date: 01-Aug-19
  • Days: WED
  • Times: 13:00-15:00
  • Delivery Type: PT

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This course would be most relevant to those working within a primary school environment (including teaching staff, after school club facilitators etc).   If you are unsure whether this course is the right one for you, contact us and we’ll put you in touch with the course tutors for a chat before you book.

What will I study?

This module focuses on overcoming barriers to achievement and learning, examining terminology associated with the challenging area of special educational needs in the light of inclusion and inclusive schools, and the roles and responsibilities of professional and paraprofessional staff in schools in supporting identified special educational needs. Therefore the module will engage students in examining the inclusion debate, the contested nature of SEN, the implications of an inclusive philosophy for teachers, teaching assistants, learners and schools. The challenging role of the Special Educational Needs Co-ordinator, current diversity of provision, a range of identified difficulties: global learning, physical and sensory, communication and interaction, emotional, social and behavioural difficulties, and effective inclusive practice including barriers to achievement and learning will be considered. The module shall also consider teaching strategies for inclusive practice.


TOPIC 1 - Personal Audit and Reflection - Language and Disability

  • Identification of personal attitudes to SEN; Personal Audit
  • TAs roles and responsibilities in supporting SEN - The term ‘inclusion’ synonymous with a TAs role; roles and responsibilities and identification of any training needs
  • Changing attitudes to SEN: Language and SEN - communication, expression of values and attitudes; language can show respect but can also exclude, degrade and reinforce stereotypes 
  • Recognising children who have EAL whether a language difficulty or difficulty with language
  • Policy and Practice of SEN and inclusive teaching and learning practices with particular reference to the wider issues around Equality and Diversity such as removing barriers to achievement


TOPIC 2 - SEN within an historical context.

Key reports and legislation


TOPIC 3 - Introduction to roles and SEN

  • The key points of the ECM agenda: Knowing that organisations will listen and respond; Better quality services; Effective specialists services; Increased management in provision for SEN
  • SENCO: Special Educational Needs Co-ordinator- responsibilities
  • The changing role of the SENCO; Schools’ response to this - An assistant SENCO, Inclusion/learning mentor INCO, Reduced timetabling of SENCOs in class, Full-time role of SENCO
  • Extended schools’ services in the local area and implications
  • ‘Personalized learning’ approaches
  • Class Teacher -Lesson plans include IEP’s, IBP’s; Differentiating the Curriculum-planning; Providing resources-aids; Reviewing IEP’s. IBP’s; Consulting with parents; SENCO/Support Staff; their professional and agencies Teaching Assistant’s responsibilities: promotion of independence; implementation of programmes for individual child; modification of resources; liaison with class teacher, provision of feedback; contribution to reviews and reports



  • Definition; medical diagnosis; high incidence of occurrence in boys
  • Physical Symptoms – restlessness, hyperactivity, clumsiness, insomnia, poor coordination, headaches, bedwetting
  • Psychological Symptoms - extreme Mood swings, low self-esteem, learning difficulties, low attention span, forgetfulness, obsessive thinking, poor short-term memory
  • Behaviourally - poor social skills, excessive talking, risky behaviour, attention seeking, sensation seeking, extremely ‘short fuse’, lying, impatience, swearing, interrupting others, daydreaming, disorganisation
  • Current treatments; ADHD Medications
  • Classroom tips: seating; lesson planning, lesson delivery, pastoral care
  • The ABC model


TOPIC 5 - Supporting children with behaviour difficulties

  • Identification of personal attitudes to challenging behaviour
  • The nature v nurture debate of children’s development; influence of family on children’s development
  • The environmental influences on behaviour
  • Strategies to support behavioural difficulties
  • Children’s self-esteem; how self-esteem affects behavior; the role of the Teaching Assistant; cycle of low self-esteem


TOPIC 6 - Autistic Spectrum Disorder

  • Identification of personal knowledge and attitudes to ASD
  • ASD definitions and behaviour indicators: A persuasive development disorder; dysfunction in the brain in the way the brain acts upon the messages it receives; lifelong disorder; individual needs can span a range of areas of difficulty. Triad of impairment: Social Interaction – little or no attention to responses of others; rarely initiates interaction with others. Language and Communication – difficulty in understanding non-verbal communication, e.g. gestures, body language, uses language literally, difficulty in talking about feelings. Thought and behaviour – unable to play imaginatively, misses the point in conversations, tends to focus on specific issues/items
  • History of ASD – Kanner, Asperger
  • How to recognise and respond to a child with ASD or similar behaviour: ASD Patterns of behaviour; social interaction; social communication. Teaching implications, Teaching strategies
  • Environmental factors affecting ASD; child’s perspective, parents perspective; teachers perspective;
  •  Inclusion and ASD


TOPIC 7 - Key issues in Safeguarding Children

  • The broad framework of safeguarding children: ECM, Children’s Act; 2004
  • Categories and indicators of abuse: definition of Child Abuse; physical abuse, emotional abuse; sexual abuse; neglect
  • Actions in response to concern about the welfare of a child: key principles, procedures; Recording about a child protection concern
  • Safe caring practice
  • The need to comply with the LEAs Safeguarding Children Board.
  • The role and responsibilities and limitations of teaching assistants in relation to safeguarding children
  • Confidentiality and the limits within a safeguarding context


TOPIC 8 - Global and General Learning differences

  • Identification of global and general learning difficulties
  • Teaching Assistant’s role in supporting global and general learning difficulties


TOPIC 9 - Differences relating to Dyslexia and dyspraxia

  • Identification of Dyslexia and dyspraxia
  • Teaching Assistant’s role in supporting Dyslexia and dyspraxia


TOPIC 10 - Inclusive Teaching and Learning

  • Recap of inclusion: Policy and Legislation
  • Policy and Practice of SEN and inclusive teaching and learning practices with particular reference to the wider issues around Equality and Diversity including ‘inclusion issues’ and the process of inclusive school development in order to ensure the student is active in building supportive communities and fostering high achievement for all children and staff in school
  • Implications of teaching and learning strategies for children, teachers, Teaching Assistants and Special Support Assistants
  • Encourage students to identify the policy and practice the school adopts in order to review and analyse cultures in order to identify the barriers to learning and participation that may occur in school
  • To develop students own priorities for change and to evaluate their progress.
  • Developing partnerships with children, parents, outside agencies
  • Creating learner friendly environments
Entry Requirements

Desirable but not essential Level 2 in Literacy or GCSE grade D or above.  Attendees may also find it useful to have a paid or volunteer placement as a teaching assistant to enhance their learning.

How will I be assessed?

As you will be infilling into the FdA Teaching and learning Support programme you will not be required to complete any formal assessments on the SEN course.  The certificate you get from attending the course is for attendance only. However, if you wanted to complete the two assessments as part of your continued professional development then this is possible.  One of the assessments is a real life case study of a child with SEN that is presented to the group.  Your tutor will explain both assessents when you start as these are optional.

What can I do next?

You may also be interested in our Teaching & Learning Support in Mathematics (Primary), Teaching & Learning Support in English (Primary) course.

For more information

For more information about this course, contact our specialist team on 01254 29 25 00 or email business@blackburn.ac.uk

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