Online SEND and Teacher CPD courses
Cognition and Learning
Attention Deficit Hyperactivity Disorder
Recognise signs of ADHD, and learn how to adapt classroom practice to help these CYP thrive.
Dyslexia and Significant Difficulties in Reading
Understand the concept of dyslexia, the challenges faced by this group and how they can be overcome.
Learning Strategies
Enhance your knowledge of learning theories and how to translate theory into inclusive classroom practice.
Mental Health and Wellbeing
Attachment and Trauma
Find out about the impact of childhood trauma on relationships with parents / carers and progress in school, and trauma informed practice.
Understanding and Supporting Behaviour
Managing behaviour is a challenge for all staff. Learn how to support, respond and reduce behavioural events.
Autism
Autism
Distinguish autism from other difficulties and find out how to adapt classroom practice to meet the need of this group.
Communication
Speech, Language and Communication Needs
Understand how speech and language difficulties can impact key curriculum areas and social inclusion.
Physical Needs
Deafness
Understand the causes of deafness and identify best practice for supporting deaf learners.
Deafness (Further Education)
Comprehend the challenges faced by the deaf. Know how to monitor and adapt the learning environment to meet their needs.
Dyspraxia and Motor Coordination Difficulties
Understand how motor coordination difficulties impact learning and social behaviour, and how best to help them.
Multi-Sensory Impairment
The causes, implications, and strategies involved when working with learners with multi-sensory impairment.
Vision Impairment
See the world through the eyes of learners with vision impairment, and identify best practice for supporting them.
Vision Impairment (Further Education)
Comprehend how a learner with a vision impairment can be accommodated and supported in a more adult learning environment.
Our courses are developed in partnership with SEND specialists and leading institutions to reflect current evidence-based practice. They provide a secure knowledge of the graduated approach, an understanding of assessment checklists and techniques, a toolkit of interventions to differentiate learning, and a support plan to differentiate and personalise learning.
Testimonials
“The training course has been a stimulus for conversations with the teacher I work with and I have thought carefully about each of our children. Setting the goals and interventions was interesting: two I would automatically do and the third is a direct consequence of the training.
“It has given me the confidence in my convictions. I had a historic knowledge, but it has confirmed and reminded me of previous knowledge and experience, I can now confidently share without any doubts.
“It has really made me think about how Dyslexia affects students - and where it is derived from (physically) - which enables me to make links now between seemingly disparate things (such as disorganisation and reading).
“The training has help me to improve my knowledge of the behaviour strategies so I will be able to better support the children I work with (to get the class quiet, clap hands or a small count down). The course has taught me that a sanction needs to be explained to the child, they need to know what will happen, (e.g. I need you to complete your work in lesson or you will have to complete it at break time). I have also been more aware in the classroom since doing this training when I have praised a child. Sometime before, I may have just said 'well done or good work' and not actually said what was good e.g. 'what lovely handwriting, or that was a good question you asked'.
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