The Special Educational Needs and Disability Code of Practice makes it clear that all teachers are responsible and accountable for the progress of all learners in their class, including where they access support from teaching assistants or specialist staff.
In a previous article, I made reference to the fact that inclusive high-quality teaching is the first step in responding to those with SEN (or indeed those without) and shared some of the elements that make up an inclusive lesson (High-quality and inclusive teaching practices, SecEd, September 2017).
However, even when you have all these elements of inclusive high-quality teaching in place there will still be some individuals who are struggling to make progress as a result of their additional needs. So what do you do next?
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