Key Points Summary

Literature Review on SEND

• Accessed various literature sources to identify common themes surrounding Special Educational Needs and Disabilities (SEND).
• Noted significant emotional resonance in the subject, influenced by theoretical perspectives, personal viewpoints, and individual needs.

Exclusion Rates for Children with SEND

• Focused on critical evaluation of research regarding exclusion rates among children with SEND.
• According to Tirraoro (2018) and DfE (2019), children with SEND are six times more likely to face exclusion—a notable disparity.
• Persistently disruptive behaviour is cited as a primary reason for 34% of permanent exclusions (2,686 cases) according to DfE (2019).

Recommendations for Behaviour Management

• The Timpson Review (2019) emphasizes the necessity for schools to understand the differing impacts of behaviour management policies on pupils based on protected characteristics, including disability.
• Behaviour management strategies in Early Years should be incorporated into Individual Education Plans (IEPs) to promote positive choices early on using tailored approaches.

Adaptability in Supporting Children with SEND

• Emphasized the dynamic nature of knowledge in relation to supporting children with SEND, as demonstrated through six Teaching and Learning plans tailored to the SEND learning sequence.
• Commitment to continual professional development by attending training courses and seeking information independently to enhance practice and knowledge.