Teacher Handbook: SEND – Embedding inclusive practice

Inclusion SENCOs
A new handbook for teachers who support young people with SEN is advising on how to embed inclusive practice in the classroom and across the school.

It has been published by special needs association Nasen with input from experts at the Whole School SEND consortium and Merton Special Training Association.

Entitled Teacher Handbook: SEND – Embedding inclusive practice, the handbook is aimed at supporting primary, secondary and specialist teachers, teaching assistants, senior leaders and headteachers who work with children and young people with SEND and learning differences.

Its lead authors are Amelie Thompson, headteacher and head of inclusion at Gipsy Hill Federation, and Katherine Walsh, lead for inclusion at River Learning Trust and the Education Endowment Foundation’s SEND Review project director.

It offers both whole-school and whole-class approaches to SEND provision, as well as subject-specific and condition-specific guidance across eight key areas:

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