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Special educational needs stimulation and approach

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The aim of the course is to provide students with the knowledge and tools to know how to work with students with specific needs and to make their day-to-day life as easy as possible. Accrediting D...
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The aim of the course is to provide students with the knowledge and tools to know how to work with students with specific needs and to make their day-to-day life as easy as possible.

Accrediting Diploma

Upon completion of the course, a Diploma will be issued.


The course has a duration of 1 to 3 months (380 hours).

General Objectives

As a special educational needs (SEN) teacher you'll work with children and young people who need extra support, or require an advanced programme of learning, in order to reach their full educational potential.

You may work with individuals who have physical disabilities, sensory impairments (i.e. hearing or visual), speech and language difficulties, learning difficulties such as dyslexia, conditions such as autism, social, emotional and mental health needs, or have a combination of these difficulties.

You may also work with gifted and talented individuals.

A key aspect of working in this field is identifying individual needs and being responsible for creating a safe, stimulating and supportive learning environment.


Chapter One: Introduction

1.1 Aims and objectives

Chapter Two: Communication and interaction

2.1 Who are the children?

2.2 The nature of the evidence

2.3 Principal theoretical perspectives

2.4 Some promising teaching strategies and approaches

2.4.1 Children with speech, language and communication needs

2.4.2 Children with communication and interaction difficulties associated with

profound and multiple learning difficulties

2.4.3 Autistic Spectrum Disorder (ASD)

2.5 Phases of education

2.5.1 Pre-school

2.5.2 Key stages 1-2

2.5.3 Key stages 3-4

2.6 Gaps in the literature

Chapter Three: Cognition and learning

3.1 Who are the children?

3.2 The nature of the evidence

3.3 Principal theoretical perspectives

3.3.1 Cognition and metacognition

3.3.2 Social constructivist teaching

3.3.3 Learning modes, styles and preferences

3.3.4 Complementing and combining

3.4 Some promising teaching strategies

3.4.1 Reading

3.4.2 Generic metacognitive approaches

3.4.3 Inclusion, participation and access to learning

3.4.4 Interventions beyond the school

3.5 Phases of education

3.5.1 Early years

3.5.2 Key Stage 1/2, KS3 and 14-19

3.6 Gaps in the research literature

Chapter Four: Behavioural, emotional and social development

4.1 Who are the children?

4.2 The nature of the evidence

4.3 Principal theoretical perspectives

4.4 Some promising teaching strategies

4.5 Phases of education

4.6 Gaps in the research literature

Chapter Five: Sensory and/or physical

5.1 Who are the children?

5.2 The nature of the evidence

5.3 Principal theoretical perspectives

5.4 Some promising teaching strategies

5.5. Phases of education

5.6. Gaps in the research literature

Chapter Six: Discussion and conclusions

6.1. Commonalities across strand reports 

6.2 Synthesis of strand reports

6.2.1 Evidence on teaching strategies and achievement

6.3 A question of pedagogy

6.3.1 A question of special educational need

6.4 Making use of best practice knowledge

6.5 Recommendation for future research

References cited in the report

Appendix A Method

Appendix B Full bibliography


The course is primarily distance learning through written materials, with ongoing communication via email.

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