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
“I know I said questions 1-3 I was only somewhat confident with; although I’m confident with the theory, I feel like I need more practice in person before I will be fairly/strongly confident. I look forward to implementing this training in my practice, which, due to the school I work at, is very child led.
“I will now look to break down targets.
“On starting this course, I had little knowledge of visual impairments and although we do have students with a VI, I have not been directly involved with their support. I now feel I have a much better understanding of the complexities and range of conditions that affect a person's sight as well as how young people have overcome barriers to go on and achieve. I will be researching two particular eye conditions which relate to students at our college. I will also be reading their EHCPs and support needs. Both of these actions will improve the support I could give should I be required to work with those students. I will look at how we adapt lessons to make them more inclusive for students with a visual impairment and be mindful of the social interaction difficulties that are particular to a VI student. Lastly, the importance of promoting independence and seeing how this can best be achieved or improved has been highlighted by completing this course.
“Toward the end of my training, I was able to implement but more importantly understand the meaning of Dyslexia and the struggles that a pupil may face whilst at school. Basic things like copying off a whiteboard or remembering a list of instructions to complete classwork. This understanding definitely helped me to support my student/students in one-to-one sessions as well as just recognizing the challenges that they would be facing in a larger class setting, which helped me to come alongside the student and support them in the way that they need. e.g repeating the instructions by simplifying them down to one at a time or writing it down for the student. I realized quickly that the principles learned could be used with any student in the class too. A simple thing like not being organized for the lesson with the right stationery or books was not always a fault of their own. I am really glad that I was able to do this course and I look forward to passing on the little knowledge that I have retained and encouraging the school to look into this more.
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