Thank you so much, really inspiringCarrie Russell, Teaching Assistant, QEH Junior School
While teachers everywhere are finding innovative ways of supporting pupils’ learning at home, remote teaching also poses additional challenges. One such challenge is considering how best to support SEND remote learning ensuring pupils with SEND continue to access a high-quality education offer.
What has 2020 taught us about specific barriers to SEND Remote learning?
Many of our schools are now providing a full virtual timetable of online lessons. However, The EEF rapid evidence assessment highlighted that ‘disadvantaged pupils are likely to particularly benefit from explicit support to help them work independently’. Therefore, it is important that teachers know why individual students with SEND may struggle online so that they can support appropriately.
Can research findings provide us with an evidence-based framework to support SEND Remote Learning?
The EEF meta-analysis of research into approaches to online learning in 2020 found that the main elements of effective classroom teaching apply in the online learning environment. However, SEND students still need additional support and key research can help identify and frame the response.
How can teachers ensure their SEND students make the same progress as their peers and are not left behind during school closures?
The next step is to apply the right strategies in lessons to support those students, but many of these techniques may be of benefit their peers also. It is also important to establish simple approaches, grounded in existing research that achieve a strong impact without negatively impacting on teacher workload.
Our Remote teaching and Blended learning Professional Development course is the perfect option for schools looking to improve online engagement and the digital literacy of their staff. Find out more here
Understanding why some SEND students are struggling in the online learning environment & how to offer specific support
- Autism Spectrum Condition
Using evidence from research to frame support for SEND Remote learning:
- Findings from the EEF (2020) meta-analysis & Ofsted’s guidance on remote education encourage teachers to go back to basics.
- How Cognitive Load Theory can be applied to remote learning.
- Why immediate feedback is even more significant now
- How promoting peer interactions can increase engagement for some students with SpLDs but increase anxiety for others.
Practical strategies to takeaway: A menu of techniques designed to support SEND Remote Learning in key areas:
- Literacy difficulties
- Communication difficulties
- Weak executive function skills
- Working memory difficulties
- Attention deficits.