1 Teaching for Neurodiversity Engaging learners with SENDWorking together to empower educators to cater for Special Educational Needs This project is being evaluated by a research team from Manchester Metropolitan University. They will be looking at the impact your cascaded training has had on your college. We’d like you to think about this as you deliver the cascaded training. When and how will you complete this evaluation? How will you ensure your colleagues are thinking about impact in the weeks following the training?

2 Core skills Advanced skills Specialist skillsThe Rose Review divides training into three levels: Core skill: Awareness - to give a basic awareness of SEN, appropriate for all staff Advanced Skills: Enhanced - how to adapt teaching and learning to meet a particular type of SEN, for early years practitioners, class and subject tutors/lecturers and teaching assistants working directly with the child or young person on a regular basis, and Specialist skills - in-depth training about a particular type of SEN, for staff who will be advising and supporting those with enhanced-level skills and knowledge. This training is at the level of Core Skills. It is designed to be delivered to ALL staff and to be the starting point for whole college/institution awareness of neurodiversity. The training can contribute to your college/institution SEN Report and be flagged within your Local Offer. It provides an introduction to and overview of neurodiversity BUT it is intended to be a starting point only. Colleagues should be encouraged to identify from the training where gaps in their knowledge lie and to use this to inform and guide further training and CPD. Suggestions for further training courses are provided in the accompanying Guide to SpLD, which you should make available to all staff.

3 All settings should have a clear approach to identifying and responding to SEN. The benefits of early identification are widely recognised – identifying need at the earliest point and then making effective provision improves long-term outcomes for the student or young person. SEND Code of Practice 6:14 An initial thought for the start of the training. It would be a good idea to read this quotation out to delegates in case anyone has difficulty reading it from the slide.

4 Breaking the ice! Tip for cascadingIf they prefer, delegates can, in their own setting/college setting, select a different activity that also helps to convey some of the difficulties faced by neurodivergent learners. This activity is designed to break the ice and encourage delegates to talk to their neighbours, but also to help them to experience some of the problems faced by learners with verbal communication difficulties. Some of the delegates may well have tried this activity before but it’s an activity that’s easy to administer, works in a large group, and never gets any easier! The activity should take around 5 minutes. ‘Missing –e activity’ Turn to the person next to you. In a moment, one of you is going to talk for one minute about their summer holiday and the other is just going to listen. OK – off you go [trainer times 1 minute]. And stop! How did that feel? Easy? Good! Now, where are our listeners? Raise your hands! You are also going to talk about your holiday for one minute. BUT you are not allowed to use any words containing the letter ‘e’. Ready? Off you go! [time 1 minute]. How did that feel? Were you able to speak as fluently as your partner? How did that make you feel? Partners - how did it feel listening as your partner was struggling to put their thoughts into words? Challenging? Frustrating? Annoying? Explain how this activity aims to replicate how many learners feel. During the course of the day, we’re going to look at the problems these learners have, how to identify them and how to support them.

5 Teaching for Neurodiversity Part 1: Seeing the whole pictureWorking together to empower educators to cater for Special Educational Needs Tips for cascading To get the most out of each section, try covering Parts 1, 2, and 3 in consecutive staff meetings. Set a task to be completed before the next part of the training and begin each part with an opportunity to discuss the task and review learning. Part 1 is called ‘Seeing the whole picture’ because we want to encourage lecturers and TAs to look beyond their initial impression of a student and to develop a fuller understanding of their needs based on detailed observations. But first, we’d like to introduce you to someone who might sound familiar [click to next slide].

6 Meet Phoenix This is Phoenix.She’s 17 and has just started a hairdressing course at her local FE college. Phoenix has always been keen to be a hairdresser like her Mum. She has excellent practical skills (makes intricate papercut models and silver clay jewellery) but can be oppositional when she gets stressed with too many instructions. Her lead tutor has noticed she sometimes seems to completely ignore instructions. Phoenix is always ‘on the go’, her energy and commitment to her local ladies football club is a strength. In college she is struggling to apply ratios when preparing dyes. This potentially could lead to unexpected chemical reactions. Her tutor has noticed she reverses numbers (e.g. 12,21) and freezes when any maths is required. Phoenix says ‘maths is a waste of time’ and nothing to do with hairdressing she is questioning why she has to do more when she hated the subject at setting. Does Phoenix remind you of anyone? Are any of her characteristics reminiscent of students you are working with? As we progress through the day, we’ll be returning to Phoenix to see if we can shine some more light on her behaviour and increase our understanding of her needs.

7 Seeing the whole pictureYou’ve probably met this idea before, but we think it’s worth repeating. The iceberg captures the idea that what we see on the surface is underpinned by a greater hidden depth. All of our students are icebergs, of course. The part of their character that we see in the classroom can be masking a whole realm of hidden depths. This is particularly true of students with learning differences- Phoenix for example. Sometimes their challenges can be so overwhelming that they mask their learning strengths. However, in other cases, learners can conceal their challenges by putting into place a range of compensatory strategies. In this case, the student may seem on the surface to be doing well, but, below the surface, they may be struggling to keep up. It’s our job, as educators, to dig down below the surface. Let’s look at some of the most common co-occurring strengths and weaknesses.

8 Strengths creativity practical skills visual-spatial awareness empathyoral communication resourcefulness visualisation empathy practical skills creativity sensitivity perseverance motivation NB – Be aware that this is an animated slide so it looks a bit strange. When you play the slideshow, you’ll see how it works. This slide presents some of the most common strengths associated with learning differences. [click once to begin the animation] Many of these are strengths which are not allowed to shine in the education context. However, they are highly valued in a number of professional contexts; e.g. web & game design, GCHQ, NASA, or architecture (Richard Rogers values the ability of dyslexic employees to visualize in 3D). No list is exclusive and as such illustrates the varied pattern and presentations of learners we work with. However students may not be aware that they have these strengths and may not have been in a situation where they are identified or valued, the challenges they have faced in the education system up until this point may well overshadow the strengths. Students in Post 16 who are neurodivergent may have struggled with their education up until entering Post 16 and may be disengaged with education and will be focussed on the challenges they face rather than the inherent strengths they possess. Identifying and using these strengths with individuals may be key to re-engaging them with learning. Note that this list is far from complete; for more detail, see the Guide to SpLD and Neurodiversity which accompanies the training materials. You may want to ask delegates if they can suggest additional strengths that they’ve observed in their SEND learners. honesty long term memory global thinking problem solving visual-spatial awareness

9 Challenges memory attention organisation automaticity processingreading telling the time memory orientation organisation word retrieval automaticity processing arithmetic motor skills attention visual stress NB – Be aware that this is an animated slide so it looks a bit strange. When you play the slideshow, you’ll see how it works. It would be misleading to focus only on the strengths that students with learning differences may have. It is equally important to recognise the challenges they face. These may include the following [click to begin the animation]. Remember: as with the list of strengths, this list is not exhaustive. In addition, not all neurodivergent learners will face challenges with all of the elements listed. It’s also important to note that challenges may result in different behaviours from one student to another. You may want to ask delegates if they can suggest additional challenges that they’ve observed in their SEND learners. spelling social skills estimating

10 What about Phoenix? We’ve already heard about some of the behaviours observed by Phoenix’s tutors and family. Which strengths and/or challenges does Phoenix have?

11 Numeracy Motor skills Working memory Energetic Visual sequencingHere’s a reminder of some of the key points in Phoenix’ prolife – see if delegates can remember any of these before clicking on: She is 17 Has just started a hairdressing course at her local FE college. Mum is a hairdresser too. Excellent practical skills Gets stressed with too many instructions. Her lead tutor has noticed she sometimes seems to completely ignore instructions. Always ‘on the go’, Plays for a local ladies football club Struggling to apply ratios when preparing dyes. Her tutor has noticed she reverses numbers (e.g. 12,21) and freezes when any maths is required. Phoenix says ‘maths is a waste of time’ and nothing to do with hairdressing she is questioning why she has to do more when she hated the subject at school. [click once to animate challenges; click again to animate strengths ] Identifying these strengths and challenges is an important step in building a profile of Phoenix and putting support for her in place. As we move through the rest of the day, we’ll be looking at other information that will help us to add detail to her profile and further our understanding of her needs . We’ll also be looking at classroom support strategies that will help us to support Phoenix’s weaknesses whilst also making the most of her strengths. Creative Anxiety

12 Your student Spend around 5 – 10 minutes on the activity, depending on time available. If you are delivering the training in three separate sessions, you could ask delegates to complete this activity as ‘homework’ and bring it along for discussion at the next training day. Ask delegates to think about one of their students and the types of behaviours, challenges and strengths that they exhibit. Ask them to share their thoughts and experience of their student with a partner; e.g. What behaviours have you observed in the classroom? What strengths do they have? What does this learner say about themselves? What do their parents/carers say?

13 Teaching for Neurodiversity Part 2: Understanding neurodiversityWorking together to empower educators to cater for Special Educational Needs In this part of the training, we’re going to discuss what we mean by neurodiversity and how it relates to Specific Learning Difficulties (or Differences?). We’re also going to look at how we can find out more about our student’s needs by using a Combined SpLD Checklist.

14 So what is neurodiversity?Tip for cascading Ask staff members to discuss in pairs or mall groups what they understand by the term ‘neurodiversity’ and to feedback their ideas. The term ‘neurodiversity’ is relatively new (it first appeared in print in 1998) and is attributed to Judy Singer, an Australian social scientist. It has its roots in the social model of disability, which sees the concept of disability as rooted in society rather than in the individual. Although the term ’neurodiversity’ is questioned by some, it’s useful to see it in terms of other labels which have been used in the past (and which are still used in many quarters) to link cognitive function to learning and behaviour. These include: Learning Disabilities, MBD (minimal brain dysfunction) or ABD (atypical brain development) – all of which sound overtly medical and have very negative connotations. Most people will probably agree that the term ‘neurodiversity’ sounds much more positive!

15 neurodiversitysymposium.wordpress.com/what-is-neurodiversityNeurodiversity is a concept where neurological differences are to be recognized and respected as any other human variation. These differences can include those labelled with Dyspraxia, Dyslexia, Attention Deficit Hyperactivity Disorder, Dyscalculia, Autistic Spectrum, Tourette Syndrome, and others. neurodiversitysymposium.wordpress.com/what-is-neurodiversity This slide gives a definition of ‘neurodiversity’ from the Syracuse University Symposium on Neurodiversity, which we feel is particularly useful and accessible. It shows that, although the Neurodiversity Movement grew out of the Autism Rights Movement, the concept of neurodiversity has now expanded to include all neurominorities, including those with dyscalculia, dyslexia, ADHD, SLI, ASD, DCD, and others. Further reading This website states that: The neurodiversity movement celebrates and embraces all kinds of minds. The neurodiversity movement recognizes that there is not just one right way to think and perceive the world. The neurodiversity movement works toward a world where people’s brain differences (ADHD, autism, learning disabilities, intellectual disabilities, cognitive disabilities, et cetera) are seen as valuable differences rather than as things to be fixed. Proponents of neurodiversity want to make it easier for people of all neurotypes to contribute to the world as they are, rather than forcing them to attempt to appear or think more typically.

16 SpLD & Neurodiversity Dyscalculia Dyspraxia / DCD & DysgraphiaDyslexia Attention Deficit Hyperactivity Disorder (ADHD) Specific Language Impairment (SLI) Autism Spectrum Disorder (ASD) Dyspraxia / DCD & Dysgraphia Tip for cascading Before going on to deliver the next part of the notes, it may be useful to ask your staff what they understand by the term ‘SpLD’. You should expect to receive some of the following responses: SpLD are specific learning difficulties as opposed to global learning difficulties, so they affect one or more specific areas of learning rather than all areas. SpLD affect the way information is processed and learned They can appear across all ranges of ability and with varying severity or significance They are lifelong conditions They are often hidden, sometimes by compensatory strategies A useful activity may be a matching exercise which requires your colleagues to match particular behaviours or traits to different SpLD. For ideas of what to include, see the Combined SpLD Checklist and the descriptions given in the Guide to SpLD which is included in your training materials. As the previous slide showed, the term ‘neurodiversity’ encompasses all specific learning differences, many of which may co-occur and overlap as this diagram indicates [click on slide for each of the SpLD labels to appear] It is particularly important to notice that the various SpLD overlap; this is because a student is likely to have one or more co-occurring difficulties. In 2001, Gilger & Kaplan wrote: ‘In developmental disorders co-morbidity is the rule not the exception’ (point out that many prefer the term ‘co-occurrence’ rather than ‘co-morbidity’). The implications of this are far reaching. If each student is a mix of different aspects of different SpLD, it means that we can’t assume anything – either about their needs and abilities, or about the type of support/intervention that will work for them. It is dangerous to limit our understanding of a student by assuming that their difficulties will all fall into one neat package as defined by a generalized description of one single SpLD. Instead, we have to recognise the complexity of each individual profile and treat each student accordingly You may want to pose the question: In this case, is it useful to identify SpLD or to label a student as being dyslexic, dyspraxic, etc? The answer really is that it depends on what use you’re going to make of that information. If you’re going to use it to increase your understanding of a student’s learning needs and to inform the provision that you put in place to support them, then it’s useful. If it becomes a barrier to putting support in place, it most definitely isn’t! We believe that by using ‘neurodiversity’ as an overarching term, we are encouraging you to look at learners in a more holistic way, focusing on what they can do well and what their individual needs are, rather than dwelling on what label you should use to categorise them. Moving from labelling to profiling helps to empower lecturers/support tutors to understand that they can provide support within the classroom, without relying on the services of an ‘expert’. Further reading Gilger, J.W., & Kaplan, B.J. (2001) Atypical Brain Development: A Conceptual Framework for Understanding Learning Disabilities. Developmental Neuropsycholgoy, 20:2, (http://dx.doi.org/ /S DN2002_2). Nicolson, R., & Fawcett, A. (2008) Dyslexia, Learning, and the Brain. London, MIT Press

17 The Combined SpLD ChecklistCombined SpLD Checklist: Post 16 Level Name of Student:  For each behaviour, select not at all, sometimes, or often from the dropdown list in column C Other family members with similar difficulties Difficulty with retaining and retrieving information often Difficulty remembering sequential information sometimes Poor concept of time Poor organisation skills Difficulty with fluent, accurate reading Continued difficulty with phonological awareness Persistent difficulty with spelling Poor structure/organisation of written work Difficulty copying from the board Inconsistent performance Low self esteem Poor comprehension skills Slow speed of writing Weak short term memory and/or working memory Slow speed of reading Other family members with similar difficulties. Difficulties with physical activities Confusion with left or right The Combined SpLD Checklist NB – It would be useful for trainers to have the computer based version of the checklist loaded onto their computer or laptop so that, at this point of the training, they can switch to it and demonstrate how it works. What is the Combined SpLD Checklist? We’ve developed a checklist which pulls together behaviours and indicators associated with a range of SpLD: Dyslexia, DCD, ADHD, ASD, Dyscalculia and SLI [click to reveal image]. The aim of this is to discourage educators from seeing students in terms of one particular SpLD (i.e. Joanne is dyslexic and so she’ll have difficulties with x, y, z). Instead, we want to encourage educators to be open minded and to build a unique picture of students’ needs in which a number of different SpLD may overlap. In other words, we want to see our students in terms of neurodiversity. This has the potential to result in a more tailored approach to meeting students’ needs. When and why should you use a checklist? If you’re concerned that a student is not making the expected rate of progress or is having difficulty with aspects of learning, a checklist is a quick, easy to use first step in a graduated response (Assess, Plan, Do, Review). The benefits of using a checklist are: It’s quick and easy to use. It doesn’t require specialist training. It provides a framework through which to observe student learning behaviours and to help in building your profile of student needs. It can identify areas in which the student requires additional support and these can be matched to support strategies. If the checklist indicates a range of difficulties commensurate with one or more particular SpLD, the next step would be to consult the SENCo, who will decide whether it is appropriate to carry out further assessments or to refer on for a full diagnostic assessment. Dangers of using a checklist: A checklist is not a diagnostic tool and should never be understood in this way.

18 What about Phoenix? Combined SpLD Checklist: Post 16 Level Difficulty with retaining and retrieving information often Difficulty remembering sequential information Poor concept of time Low self esteem sometimes Weak short term memory and/or working memory Poor short term visual and verbal memory Difficulty following instructions Takes longer to process information Doesn't follow through on instructions “On the go” constantly Is hyperactive/unco-operative/oppositional Confusion with number direction, e.g. 92 or 29 Difficulty recognising the appropriate mathematical strategy Takes a long time to complete mathematical tasks  Problems with estimating Problems with the planning of maths activities A poor understanding of place value and its use in calculations Mixes up similar looking longer numbers High levels of debilitating anxiety related to maths Difficulties recalling basic maths facts/equations/times tables Poor ability to carry out mental maths tasks Slow to answer when spoken to, or needs to ask for information to be repeated What about Phoenix? How do we use the checklist? Phoenix’s lead tutor has raised concerns with the Learning Support team about her numeracy issues and her anxiety. They decide to use the Combined SpLD Checklist to see if it can help her to understand more about her. A useful activity at this point would be to ask delegates how they would respond to Phoenix checklist profile. Following their discussion, go through the suggestions below. A discussion with Phoenix, her lead tutor and a member of the Learning Support Team took place. Phoenix’s mother was also invited to attend and chose to do so. It is best practise for discussions with the students (and parent wherever appropriate) to be face-to-face. Phoenix met with her 121 tutor and as part of this support tests were carried out to further understand her numeracy challenges. She now receives 121 support for her numeracy and this will give her strategies to help herself when she is working independently. She is being considered for exam access arrangements and her anxiety around maths is beginning to decrease. She has been encouraged to use her smart phone both to take photographs and using a voice recording app to record important information to support her with her working memory. Phoenix’s tutors are now more aware of the challenges she faces with her learning and are encouraging her to record information visually when making notes. When they give her instructions they are using smaller chunks of information. She has also been show how to use memory palace to remember sequential information. Memory palace – imagine a place you know very well, use items in the room and link them to items you want to remember. Conducting meetings with students and parents about their learning needs is a skill. Follow this link for information

19 And what about your student?Tips for cascading using a checklist – require all teaching and support staff to trial using the checklist for at least one student; less confident staff members can pair up and work together; build in feedback and discussion groups. Ensure that everyone understands the importance of completing the Recommendations box. As at the end of Part 1, this activity could be set as homework to be completed prior to the next training session. next steps – it is crucial for the to be a clear policy for a graduated response to identification and intervention/support; this should include details of external agencies who may consulted, and will be available to all staff as well as parents & students. Using the Combined SpLD Checklist [NB - in the Train the Trainer session, there probably won’t be sufficient time for delegates to complete the list. This activity his just an initial taster which they should be encouraged to continue with after the session]. Instruct delegates to open up the checklist on their laptop or tablet or to look at the paper based version. On the electronic version, the dropdown list in column C allows each behaviour to be graded as not at all, sometimes, or often. On both the paper based and electronic versions, ‘sometimes’ is shown as amber, and ‘often’ as red. The electronic version has a filter at the top of column C. This allows you to select only the behaviours that you’ve identified as applying to your student [If this can be demonstrated on the screen, that would be useful]. The resulting profile provides a record of the areas in which the student has challenges, and shows which SpLD are associated with each of these challenges. Remember The checklist is not a diagnostic tool – it cannot be used to assess, diagnose, or label. It provides a framework for “informed observation”. It captures the results of this observation in one place. The checklist shouldn’t be rushed through. It should be completed carefully and thoughtfully, possibly over several days and possibly in collaboration with a colleague. Completing the checklist should always result in further actions, the first of which will always be putting in place well founded strategies to support the student’s needs. Results should always be discussed with the SENCo or equivalent. Concerns and actions should always be discussed with your student and their family. This discussion would normally happen after consulting the SENCo. The discussion with the student (and parent) is a highly skilled task and should be face-to-face. For guidance, refer to the Structured Conversation The use of a checklist should become part of policy as a first step in identifying and meeting students’ needs as part of Quality First Teaching. It is also important to bear in mind the following: [click to next slide]

20 Slow progress and low attainment do not necessarily mean that a student has SEN and should not automatically lead to a student being recorded as having SEN. Equally, it should not be assumed that attainment in line with chronological age means that there is no learning difficulty or disability. SEND Code of Practice (6.23) There is a huge range of ‘normal’ in learner development and we shouldn’t be in a hurry to label young people. Not all challenges result from SpLD or neurodiversity. Slow progress may be the result of any number of factors. What other reasons can you think of for a student failing to make expected progress? How would you gather this information? Allow time for discussion in pairs/groups of 4. Expect suggestions such as Poor attendance Lack of opportunity Illness Effects of medication Effects of English as an Additional Language Young in year group Gather info through interviews with parent/carer; student records; etc. Remember – this information will also need to be recorded on a student profile. Note – very sudden changes in behaviour may indicate a medical condition and can be a red flag for referral. It is also important to point out that we must not jump to conclusions based upon a superficial observation of a student’s performance - remember the Iceberg! [click to reveal second sentence]. Many students develop compensatory strategies which can mask their difficulties. A student who is performing at average level may be capable of doing much better if given the support they need. Learning challenges, and their predominant features, may become apparent at different times in an individual’s educational career. Remember that learning difficulties occur across the range of cognitive abilities and, left unaddressed, may lead to frustration, which may manifest itself as disaffection, emotional or behavioural difficulties. All adults working with students need to notice, respond, and adjust to students’ needs; to recognise their challenges at as early a stage as possible and to put in place provision to support.

21 Teaching for Neurodiversity Part 3: Classroom support strategiesWorking together to empower educators to cater for Special Educational Needs Tip for cascading Ask colleagues to select two or three of the ideas included in this section to trial in their classrooms Ask them to monitor their success using an Assess-Plan-Do-Review cycle (provide a template to facilitate this) Ask yourselves: did this enable learners to do better than they were doing before? Have you noticed that this improved some learner’s performance that you hadn’t even noticed before, perhaps just underachievers. Share ideas in staff meetings and through Learning Walks The examples given in this section are really just good practice. What is effective in teaching students with SpLD is effective in teaching all students. We know that that many staff will already be implementing many of these techniques. We hope that this section will re-assure them that they’re doing the right thing, explain why these methods support SpLD learners and offer some tried and tested techniques which are new to you but which you will be keen to take back to your settings. We will be stressing in this section that not all methods will work for all individuals or in all situations, it tends to be a process of trial and error to find the right strategy for the right situation. At this point of the Train the Trainer event, Jigsaw24 will explain who they are and how they work to support colleges/institutions in getting the most out of AT. They will provide a short activity to demonstrate the effective use of iPads.

22 The purpose of identification is to work out what action the college/institution needs to take, not to fit a student into a category…..The support provided to an individual should always be based on a full understanding of their particular strengths and needs and seek to address them all using well-evidenced intervention targeted at their areas of difficulty and where necessary specialist equipment or software. SEND Code of Practice (6.27) Before we go on to look at support strategies, it’s worth considering this paragraph from the CoP. We know that for Post 16 the CoP assumes that students with SEND will already have been identified in primary or secondary school. However we know that for many neurodivergent students this is not the case and there is a likelihood that students will have passed through the education system without being provided with the relevant support. As the code of practice states, the purpose of identification is to work out what action the setting needs to take, not to fit a student into a category. In the previous sections, we’ve been building a picture of our learners and in the last section, we used a checklist to find out more about their needs. It is important to say again that this process doesn’t aim to label for the sake of labelling. Rather, it aims to increase our understanding of students’ strengths and needs so appropriate interventions can be put in place. We hope that using the checklist will help lecturers/support tutors in the classroom to look at these learners with fresh eyes. Instead of trying to label – look at those areas of difficulty that can overlap. It is essential to put provision in place as soon as possible whether a student is ‘labelled’ or not. It is ALWAYS critical to put support in place as soon as a need is identified rather than waiting for further assessment. From a motivational perspective it is important to provide this support so that the student experiences success and improvement asap. Some interventions may require preparation and coordination (e.g. differentiated worksheets); however, others can be implemented straight away and may even help other students in the class. It is these easy to implement, effective classroom support strategies which are the focus of this section of the training. We are not turning people into specialists but introducing them to the ‘IKEA catalogue’. These strategies are the interim between wondering why learner is not progressing and going to others for more specialist advice. These are strategies that you will be suggesting to your colleagues to take back to their classrooms to support them in implementing the Code of Practice. pages , Final thought: the SEND Code of Practice (2014) makes it clear that settings are expected to identify and support students with SEN at as early a stage as possible. Research shows that intervention at age 4 and 5 is more effective than intervention at 6 and older. It is vital that settings are seen to be following the SEND COP and other legislation. Putting these practical tools and strategies into place and making them standard practice is a good way forward. Not only is it a requirement that reasonable adjustments are made, it will be a valuable asset from Ofsted’s perspective.

23 Self-esteem Why? Students entering a Post 16 setting may have a negative view of themselves and may have disengaged from an educational that they have found incredibly challenging. Particularly if their learning difference has not been identified or the level of support they received in primary school has not been continued in their secondary setting. How? Look for learners’ strengths and help them to recognise and value them, too. Group work can be a good way of helping with this. Partner learners with others who have different strengths so that each can bring their own talents to the situation. Always emphasise the positive – what the learner can do. Praise for small achievements – make praise specific and descriptive; don’t give general platitudes as praise. Also, be careful not to praise poor work –young people know when they are being patronised! Give praise and advice in a one to one, quiet or private situation – many learners do not want to be singled out or to be praised in front on an audience. Reflective listening – check learner’s input/ideas by asking questions to confirm understanding Accumulate positive outcomes which will improve self esteem; e.g. for writing task, build up to the final piece of work in carefully planned stages: teach a planning method e.g. Mind Maps and allow the student to produce just that planning section as a piece of work first; develop the work in stages, perhaps beginning with a series of bullet points or an outline sketch in a writing frame which is then expanded into fuller text; at each stage - praise! Eventually produce the finished product as a piece of ‘published’ text i.e. printed with some illustrations, it may be something which the student is happy to have published or to present Ensure all tutors are aware of approaches being used with a student and where appropriate also inform other adults that a student is engaging with on a placement

24 Understand behaviour Why?Frustrated/angry or simply quirky behaviour common amongst those with SpLDS. Some behaviours are all about concealing or covering up anxiety. Anxiety and fear can show itself in students as anger/ annoyance. We need to understand triggers – what is it that will make a student anxious. This can vary from one individual to another, and the source of anxiety may be something that is very easily remedied. Remember, too, that anxiety may take different forms. With some it is obvious, resulting in the student ‘acting out’ with poor behaviour. With others it may be hidden - many students simply shy away preferring not to be noticed. Both extremes need to be acknowledged. How? Create an atmosphere of trust in which learners know they can ask for help when needed - not at the beginning and end of class but with a system that is personal, confidential and effective for both student and educator. The learner may also need to build up trust in the educator that their requests for help will not be met with exasperation or impatience. Prepare learners for what is likely to be coming up next – with visual reminders/prompts where possible. Time out – does the learner need time for the anxiety to lessen? Consider referring the student for counselling within the college as many students with SpLD will benefit from the opportunity to attend counselling sessions Discuss with students the coping strategies which they have developed. Help the student to identify which coping strategies are positive and supportive and which are destructive. Further reading Mental health and behaviour in schools: Departmental advice for school staff. DfE (available online at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/508847/Mental_Health_and_Behaviour_-_advice_for_Schools_ pdf) For an interesting recent article on one person’s experience of anxiety, see

25 Motivate Why? Motivation is a vital factor for learning. However, if self-esteem is low, motivation will be affected. How? Goals need to be simple, straightforward and located where a learner can access them easily. Learners will need to be reminded of them. Goals must be achievable - educator and learner must believe in this completely. It’s no good expecting the learner to achieve more than they are capable of – and they need to know they are capable of it. Differentiation is key. It is important to use SMART targets. Ownership is important. Allow the learner to have some input into goal setting – thereby getting them ‘on board’ and in control of their learning. Let them set targets that are totally achievable. Success will breed success.

26 Teach metacognition Why? Metacognition can be defined as ‘knowing about knowing’ or ‘awareness and understanding of one’s own thought processes’. It can be thought of as ‘knowing how I learn’. It is identified by the Education Endowment Foundation (EEF) Teaching & Learning Toolkit as one of the most impactful and cost effective intervention methods. It can encourage active learning and keep learners engaged. Asking students how they learn and what works for them can really help to build self-esteem and motivation. How? Ask your student to think of something that they’ve learned successfully – it can be something factual or a skill – even riding a bike. Ask them how they learned and what worked for them. Can they apply the same learning techniques to other situations? Many students will never have experimented with different learning techniques or even thought about how they learn best and how this relates to their own individual strengths and weaknesses. (Multi-sensory teaching is one powerful tool to help with this process – this is discussed later in this part of the training). Try thinking about the task and what makes things difficult for individuals. Model this internal dialogue for those who may not do it unconsciously: What am I doing this for? Have I done anything like this before? What's the best way to learn this? How can I help myself remember this? What techniques/strategies do I know that could help with this task - e.g. would a mindmap be a good tool to use? Encourage ‘teaching on’. If they can teach it they are more likely to understand it. Peer support – we know that students can learn from their peers than their tutor. You may have methods for gathering information about how students learn in your settings already. You may wish to consider how you use this information to further support your students. Further reading ‘How People Learn’ (Bransford et al, 2000). Includes 3 key Findings. The third is about the value of metacognition. For a free downloadable pdf see:

27 Use multisensory techniquesWhy? The benefits of multisensory teaching have been known and recognised for a long time. They are beneficial for all as they play to the learner’s strengths.; however, they are particularly appropriate to learners with SpLDs. Using a range of multi-sensory techniques can provide opportunities for over-learning whilst also encouraging learners to improve their meta-cognition through discussing which techniques work best for them. How? Ask yourself which channels are being employed in any of the tasks or learning points that you deliver. Try to employ a combination of Visual, Auditory and Kinaesthetic channels and employ as many of the 5 senses as possible to make the material being learned more memorable. So, rather than simply talking, employ as many visual aids, gestures, memory hooks, activities etc. as possible. This will help all learners retain what is being delivered to them much better. Usually, the more inventive and wacky the better. WAGOLL – never underestimate the power of modelling – many students just cannot ‘see’ what is being required of them – don’t assume they will ‘get’ this from your words alone. Giving examples and/or showing how to do something is essential. Use The Great British Bake Off or Masterchef as an example. Think about how much more difficult is it for the contestants to know how to cook and present something in the technical challenge when they have no knowledge of what the end product should look like. Visualisation - can be a very powerful strategy for turning auditory input into a visual memory. (although it should be noted that not all learners can visualise). For those that can, you need to show them how powerful it can be by teaching it as a method, this could be demonstrated during a 121 session. One method is to read a piece of descriptive text and ask questions about the detail. Then tell the learners that this time you would like them to listen and to ‘make a movie’ in their head. Then ask questions again. The detailed info recalled usually amazes the learners and when asked how they did it, they say they could see it. Key is to switch on the play switch ahead of time - this can work well with a list of instructions, or equipment required for carrying a practical activity. Auditory support skills - teach students to note-take effectively by using abbreviations/symbols, mind maps and doodles to assist the memory. Essentially, this is a way of turning auditory input into a visual reminder. Encourage learners to use their own voice to support memory (our own individual voice is the most memorable) using strategies such as discussion, teaching on, recording and listening back, or proof reading out loud. A smart phone is a really useful tool for recording information /instructions in the student’s own voice. Kinaesthetic support skills – try to include movement whenever you can, this can be a powerful influence on memory e.g. arm signals or hand shapes matching with things that need to be remembered Remember that with all of the above strategies, learners will need explicit instruction and should be shown examples. Further reading (http://www.learning-works.org.uk/arrow-article-pdf: (Dr Colin Lane) ARROW is a multi-sensory teaching/learning system based upon the use of the student’s own recorded voice.

28 Give one instruction at a timeWhy? This is beneficial for those with short attention spans but also for those who cannot cope with verbal overload and those who have a limited memory shelf. Saying a little at a time and as little as possible is much more powerful.  How? Always try to give very clear, short instructions which require one activity at a time. Ask specific questions to ensure instructions have been understood (not just ‘Do you understand?’) Be prepared to repeat yourself. Students will have been attempting to listen but when they reach the limit of their working memory they will need information repeated  Keep instructions in the order of the activity. Instructions delivered out of order are very difficult for students with sequencing issues.

29 Make text reader friendlya b c d e f g h i j k l m n o p q r s t u v w x y z A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Make text reader friendly Why? Research has shown that 15 – 20% of people suffer visual stress to some extent (http://www.whh.nhs.uk/_store/documents/orthoptics-visualstressandcolouredoverlaysjoinedleaflet.pdf) This is not something that is picked up by a normal optician who checks the health of the eyes but needs a behavioural optometrist who will look at the processing – the eyes working together and aspects of what happens between the sight occurring and the processing in the brain. Sometimes students report that text moves around, or that the black on white dazzles.  These students often do not know that it is different for other people so it is always worth asking how they see text. Never underestimate how long it can take some students to process visual material. Errors can be with: tracking: skipping lines or re-reading the same lines reading small high frequency words – if/is/in adding or omitting high frequency words – a, the making errors within or at the ends of words, which affects understanding the text being read confusing words that look alike – split for spilt, the for there.  confusing letters – b/d/p/q/g, m/n, m/w.  confusing numbers – 9/6, 2/5, 91/19 How? The larger a font is, the easier it is to process. This can reduce the likelihood of errors being made when reading. Ideally, font size should be 12 – 14. The ability to increase text size electronically is a strong argument for making materials available electronically to students with visual processing difficulties. There is much controversy about which fonts are best for learners with visual difficulties. Sans serif fonts such as those shown on this slide are generally considered to be more accessible. Again, some trial and error with this is likely to be required. Everyone is different. Another one to try is the 'dyslexia font' – this can easily be found on the Internet – again opinions on it vary. AVOID BLOCK CAPITALS, underlining, and italics Use bold for emphasis. Don’t use fully justified (e.g. newspaper column – the space between the letters and words varies in order to keep the right side of the column straight and is tricky to read). Left justify passages of text. Some learners are really adversely affected by the use of bright white paper. They can find it difficult to manage because of the glare. Using a softer colour can really support their reading. Use cream/pastel paper with blue, grey or 85% black text Try different things with different learners – e.g. have a supply of different coloured overlays in every classroom so that everyone can try them out. Encourage students to experiment with different colours – empower learners by allowing them to choose what works best for them. Remember, it won’t just be the dyslexic students who may prefer to work with overlays. Line spacing – giving slightly more space between lines makes text easier to process. 1.5 line spacing is best. Large blocks of dense print can be intimidating. Try cutting longer texts up into paragraphs or present information using bullet points. Apply these standards to your use of the whiteboard and/or computer screens - set a different background colour and check the colour, size and spacing of the font. Providing students with written work in digital format enables them to put the written text into a bespoke format which works for them. Further reading For excellent guidance on dyslexia friendly text and accessible formats see the BDA Dyslexia Style Guide: John Stein’s Dyslexia Research Trust (http://www.dyslexic.org.uk/) BABO – British Association of Behavioural Optometrists (http://www.babo.co.uk) : ‘In several studies, children in county primary schools were individually shown a passage of text covered in turn by a variety of coloured overlays, including grey or clear overlays for comparison. About 20% of the children found one or other of the colours improved the clarity of the text.’ Reader friendly books Barrington Stoke publish on cream paper. Go to for an e reading app with tinted backgrounds and a reading ruler. Pearson’s ‘Rapid Reading’ series are also published using coloured backgrounds, lots of visuals, and a dyslexia friendly font. See

30 Allow ‘think time’ Why? Slow processing speeds are a common feature of many SpLD. Never underestimate how long it can take some students to process verbal material – written or spoken. Following previous training projects, we had lots of positive feedback from those who put these strategies into practice. Many were astonished at how effective such comparatively simple adaptations can be. Consider this feedback from last year’s project – ‘When I have time to think, I have more time to know the answer’. How? Slow down your rate of speaking – you may need to practise perfecting this skill! - students will give longer responses and say more. Allow students time to process what you say – that is, allow 'think time' – again, you will get better responses. There has been much research into this and at least 3 seconds seems to be the magic number. We have seen so many instances of the positive impact of ‘think time’ in feedback from really quite young students; they really appreciate a few extra seconds to process a question and have a go at responding. Allow appropriate response time so learners can formulate their answer; e.g. at the beginning of a learning point let students know what questions you want them to answer at the end. Some learners need a long time to formulate spoken answers. A useful strategy is allowing ‘rehearsal’ time. Encourage learners to discuss and practise their response with a partner or in a small group before they deliver in front of the whole class. Don’t talk when students are writing – this will distract them and they will lose their train of thought and have to begin again. Any learner with a weak working memory needs to have as much free ‘headspace’ as possible to perform.

31 Reduce memory load Tip for cascadingYou may need to explain what is meant by different types of memory. Short Term Memory (STM) – a limited amount of information that can only be remembered for a few seconds if no further rehearsal/strategies are employed (use the shelf storage analogy – someone with average STM may be able to put 7 or 8 items on their memory ‘shelf’; someone with limited STM will only have space for 3 or 4 items; as soon as they exceed that number, the shelf collapses and everything is lost!) Long Term Memory (LTM) – the storage of any information that can be drawn upon easily, quickly, and efficiently; i.e. is very well known to the individual Working Memory (WM) – a person’s capacity to hold information in mind and do something with it. Weak working memory will impact on mental arithmetic and general problem solving. Effective use of WM allows information to be filed efficiently in LTM if rehearsal is involved, in turn allowing for successful retrieval as and when required. An effective way to demonstrate STM and WM is by using a digits forwards and reversed activity. See for an example of this test. If you want to put make this more challenging for your colleagues, try delivering the digits in another language. Why? Weak short term and working memory skills are common to many SpLD. This can have a severe effect on students’ learning abilities. How? Reduce memory load to make tasks more manageable Break any task down into manageable sizes – bite size. Signal words can be very effective at alerting learners to what is required of them, e.g. there are three things you need to remember. Count them off on your fingers and encourage your learners to do the same. Check understanding – if a learner has not ‘got’ what is required of them in class, they will not be able to get on with their work. Many may be too shy or ashamed to admit this/ask for help. Consider using ‘study buddies’. Provide written instructions using numbered bullet points Again, these small changes can be extremely effective.

32 Keep your language simpleWhy? Note the distinction between speech and language. Often, it is thought that if a person speaks well, they must be able to understand too. However, a student with excellent speaking skills may have poor receptive language which they become very good at disguising. This is an area which is often underestimated. Language difficulties are often not obvious and therefore are overlooked as the source of a learner’s problems. This can be particularly true of learners who speak English as an additional language. These students may have developed strong communication language (BIC – Basic Interpersonal Communication Skills) but have weak academic language (CALP – Cognitive Academic Language Proficiency) (see the work of Jim Cummins). How? Use simple sentences, e.g. instead of "Before you do x, do y” say “Do x, then do y” Allow ‘think time’ so that students can process information, instructions and/or questions. Avoid (or explain) idioms/double meanings – ‘pull your socks up’ etc. Avoid sarcasm Think about how what you are saying might be construed by students.

33 Teach organisational skillsWhy? Organisation is an area of difficulty which occurs across all SpLD. It is often assumed or expected that learners of different ages will have miraculously developed good organisational skills. However, this may not be the case for students with SpLD. How? Use pictures, diagrams and/or photos to help with organisers. Don’t assume that using organisational aids is understood or the importance recognised by the student. Many learners need to be taken through the purpose and benefits of such aids. Demonstrate how to use planners and filing systems (paper and electronic) e.g. planners, filing etc. Students may need to be told specifically what stationery, files, dividers etc. they need, and how to use them. Little and often. Use colour coding for different subjects Many apparent organisational problems may stem simply from the fact that the learner just did not get information down – especially if it required copying from the board. Here technology is invaluable. Taking photos is becoming the norm – invaluable for our SEND learners. Employ any other IT short cuts to support organisation – recording devices, apps, etc.– there is so much out there now to support organisation. For students who face challenges with timekeeping encourage them to set alarms on their phone which can be labelled with the relevant location or activity Provide examples (WAGOLL) - your learner may not be able to devise organisational systems without this help.

34 Support fine motor skillsWhy? (e.g. Difficulties with fine motor skills are common to many SpLD and may persist into the adult years. They can be particularly problematic for students following vocational courses requiring manipulation of tools or machinery (e.g. hairdressing, mechanics, woodworking, 3D modelling). It is important to explore these challenges when a student is choosing a course How? Secure equipment to surfaces/non slip matting Explore alternative equipment/adaptations Ensure good lighting Position away from busy thoroughfares Ensure chairs etc. are supportive and the correct height Use templates where possible Allow student to take equipment home for practice Allow extra time. Further reading Kirby, A. How to Succeed in College and University; a guide for students, educators and parents. Dyspraxia Foundation, Working with Dyspraxia – a Hidden Asset

35 Use assistive technologyWhy? There is a wealth of assistive technology available, much of which has been developed by designers who, themselves, have an SpLD. The range of available tools and programmes is constantly expanding and developing. Assistive technology also involves using everyday devices in an innovative way to support learners for example a simple smart phone has many features which can be used to support SpLD learners e.g. alarms, diary apps, the ability to increase and decrease the size of font and speech to text technology. How? Familiarise yourself with what’s out there: attend the BETT exhibition or see https://bdatech.org. Check out Tech Thursday from Dyslexia Action, new technology is introduced and technologies such as e-readers are compared. Consider how the technology that is already available to the students can be used to support their learning. Encourage the use of laptops and tablets and teach touch typing. Consider the use of speech-to-text software e.g. Dragon or ReadWrite TextHelp Load2Learn has a huge range of educational textbooks available for free in digital format. See Remember that, as with all methods, what works for one learner may not work for another. Encourage students to be creative and to work in a way which is in line with their strengths.

36 Teach reading and proof readingtechniques Why? Students with SpLD are likely to find reading text challenging. Any assignment will involve a student reading and creating written work. In order for SpLD students to be successful in Post 16 settings they will need to read and comprehend information and create written work which meets criteria. They need to have strategies which they can use independently and which they understand how to apply in a range of situations How? Encourage students to take time to read Encourage students to read small chunks at a time Provide digital copies or photocopies which offer the opportunity for important points to be highlighted and for students to add notes in their own style Demonstrate to students how to make separate notes when reading Provide relevant word lists and demonstrate the use of these Teach proof reading techniques – read in reverse to check spellings, read out loud to check meaning, wherever possible ask someone else to check your work Assistive technology such as speech to text and text to speech can be extremely useful. Students will need to be taught how to use this technology for it be fully an successfully utilised. As with other suggestions not all strategies will work for all but many of these strategies will be useful for both those with SpLD and those without.

37 Teach study skills and assessment techniquesWhy? Students with SpLD will benefit from being taught specific study skills as this increases their confidence and provides clear strategies for engaging with written work and examinations. How Where referencing schemes are needed a book mark can be made that shows the style of referencing required by the establishment. Use rhyming phrases to aid memory – e.g. Commas – if in doubt leave it out. Encourage students to make their own rhymes and acronyms. Provide templates for essay writing. Tips and suggestions can be added to templates e.g. write the title and keep it in front of you, this is what the essay will be focussed on. Introduce the use of colour coding when organising notes for essays. Teach the use of both digital and non-digital mind mapping. Support students with revision techniques and the opportunity to practise exam papers in advance. Students with issues with working memory may require repetition of exam papers for some subjects e.g. maths with students going back and checking their own answers, encouraging them to be active learners. In subjects such as English or a Health and Safety exam using games such as pelmanism can be useful for learning technical terms. Grouping activities where information can be physically moved around e.g. on post its help students to sort ideas into sections or identify information which will not be included. When examinations involve questions which are complex and are in several parts ensure students are aware of this. Demonstrate how to break a question down into its parts by adding numbers to the different parts of the question. This helps students to ensure that they respond to all of the parts of the question. Many of these are useful techniques for learner both with and without SpLD.

38 Exam Access ArrangementsWhy Students with SpLD are often eligible for reasonable adjustments made to the exam in line with their learning difference. This could take the form, for example, of extra time in the exam; the use of assistive technology which enables a student to have the exam read to them and/or to take their spoken words and put them into writing; or permitting a student to take the exam over a longer period and to take breaks during this period. How The Joint Council for Qualifications [JCQ] are the body who are responsible for Exam Access Arrangements regulations. Rules surrounding Exam Access Arrangements (EAAs) are revised on a yearly basis and settings need to ensure they are complying with up to date regulations. Teaching staff and support staff play a vital role in ensuring the right kind of support is identified and the learner has experience using these arrangements. For students to be eligible for EAAs the educational setting needs to provide evidence of the student’s normal way of working and must reflect the support given to the them in their setting, so early identification of those individuals who may be eligible is essential. And students must have appropriate opportunities using the access arrangements before their exams, for example: in the classroom; working in small groups for reading and/or writing; literacy support lessons; literacy intervention strategies; in internal college/institution tests/examinations; mock examinations. We know that not all educational settings apply for Exam Access Arrangements for their students. We feel we should also highlight at this point that EAAs are for students of all abilities; in some cases it will mean the difference for a student between A and A*, and in other cases it may mean the difference between U and E. Testing for EAAs needs to involve a practitioner with a minimum of a Level 7 qualification, including at least 100 hours relating to individual specialist assessment; and/or a qualified psychologist registered with the Health & Care Professions Council [HCPC] and/or a specialist assessor with an Assessing Practising Certificate (APC). Professional associations and support centres can be sources of specialist assessors and provide training for access arrangements assessors. If you need help or advice about identifying which students may be eligible for EAAs or you would like a qualified practitioner to visit your setting and carry out the assessing for your institution or college, you can find information and support at any of the following websites: References: Access Arrangements and Reasonable Adjustments :

39 Have high expectationsTip for cascading It may be worth referring to the SEND Code of Practice 6:12: ‘The National Curriculum Inclusion Statement states that teachers should set high expectations for every student, whatever their prior attainment.’ Why? Lecturers/support tutors have been known to lower their expectations for students’ identified with SpLD. Also, in the case of higher achieving learners with SpLD, lecturers/support tutors may assume that they are achieving well and do not require additional support. However, it may be the case that provision of well-targeted support could move these students from above average to well above average. Identifying an SpLD should never cause us to lower our ambitions for that student. It is essential that lecturers/support tutors have high expectations for all, that learners’ strengths are identified and taken into account as much as their weaknesses, and that support is put in place to ensure that every student achieves to their full potential. How? Use observation, interviews with the student and their family, checklists, and assessments, to build as complete and accurate a profile as possible. Use this to set appropriate targets which make the most of a learner’s strengths and provide support for their weaknesses. We are often asked about whether a learner with SpLD should take a modern foreign language or study a subject such as history, which is very language heavy. The answer is Never say never! All learners are individuals and it is impossible to predict which subjects or skills they will do well in. With the right support and encouragement a student may go on to excel in a subject that we would never have predicted.

40 How would we support Phoenix?Tip for cascading Before giving delegates the list of suggestions below, you could ask them which of the preceding ideas they think would be useful for supporting Phoenix. Challenges Numeracy - Phoenix met with her 121 tutor and as part of this support tests were carried out to further understand her numeracy challenges. She now receives 121 support for her numeracy and this will give her strategies to help herself when she is working independently. She is being considered for exam access arrangements and her anxiety around maths is beginning to decrease. Working memory - She has been encouraged to use her smart phone both to take photographs and using a voice recording app to record important information to support her with her working memory. Phoenix’s tutors are now more aware of the challenges she faces with her learning and are encouraging her to record information visually when making notes. When they give her instructions they are using smaller chunks of information. She has also been show how to use memory palace to remember sequential information. Memory palace – imagine a place you know very well, use items in the room and link them to items you want to remember. Strengths Motor skills – Phoenix has been identified as someone who is particularly adept at the finer, physically tricky elements of hairdressing and has been asked to demonstrate her skills to the rest of her tuition group Energy – Phoenix’s energy and competitive nature on the football field has been highlighted with her as an amazing strength which she can draw upon for her learning. Creativity - Phoenix’s creativity has been identified with her as a strength. We during 121 sessions she has been shown how to use this strength to support her working memory.

41 And how will you support your student?Which of the strategies discussed in this part of the training would be most appropriate to support your learner in the classroom? How would you implement them? Try to allow 5 – 10 minutes for this activity. Again this could be set as an activity to be completed as homework.

42 What have we covered? The Teaching for Neurodiversity training has covered: Part 1 – Seeing the whole picture – recognizing strengths as well as challenges; Part 2 – Using a Combined SpLD Checklist to inform our observations of students’ needs; Part 3 – Classroom support strategies to meet the needs of ALL our students During the course of these different sections, we’ve been adding an increasing amount of information to our student profile. We now have initial observations, including strengths and weaknesses more detailed observations from using a checklist a list of appropriate strategies to trial in the classroom In the training materials, you’ll find an example of a completed student profile (WAGOLL). If you don’t already have a student profiling template in your setting, you can use this as a starting point.

43 So… Tip for cascading Delegates should develop their own ideas for next steps within their setting. Some suggestions and final thoughts are given below. It is important to reiterate that this training should be regarded as a first step towards cultural change within the setting. However, it will only have an impact if it’s followed up in a strategic way. The Learning Support team will need to reflect on current policy and practice and put in place a plan for change which operates across the whole college/institution. Here are a few suggestions. Further ideas for CPD and setting award schemes are given in the Guide to SpLD which accompanies the training materials. Adopt a whole setting approach to neurodiversity and make this part of setting policy Recognise & celebrate diversity throughout the setting: staff as well as students! Raise students’ awareness of learning differences & strengths Include the voices of students and parents wherever possible Ensure that everyone has access to training and /or information Key ‘take home’ message This training aims to challenge the notion of SENs as mysteriously ‘other’ and to build an understanding of learner diversity, where ‘categories’ and labels’, whilst sometimes administratively convenient, can often get in the way of seeing each student an individual with diverse personal strengths and needs; as a learner and as a person. Ann Lewis and Brahm Norwich’s work (2001; 2004) suggests that there is as much variation between individuals within so-called ‘SEN categories’ as there is between individuals across these so-called categories. Furthermore , their work suggests that the notion of ‘special teaching for special children’ does not stand up to close scrutiny. For example.. to develop the literacy skills of learners with dyslexia, the methodology for teaching phonics emphasises a multisensory approach, and a structured, cumulative building of phonic knowledge with plenty of opportunities for over-learning (Kelly and Phillips, 2016); but it is still, at heart, phonics teaching; something that all mainstream primary practitioners are engaged with. Our mainstream colleagues are the key players in developing inclusive practice… they need to be made to feel empowered and to understand that a lot of their day to day practice may already be neurodiversity-friendly…. Even if they did not realise this !!! Further reading  Lewis, A., and Norwich, B., eds. (2004) Special Teaching for Special Children? Pedagogies for Inclusion. Inclusive Education. Open University Press