A study from the UCL Centre for Educational Neuroscience (Van Herwegen et al, 2024), has found that targeted interventions can lead to an additional five months’ progress for SEN students when compared to “teaching as usual” or standard interventions.
The researchers have now used their findings to build a “first-of its-kind” database – entitled MetaSENse – to help teachers find appropriate targeted interventions for their SEN students.
In England, the number of students with SEN has increased in recent years to around 1.7 million. The study reminds us that, on average, students with SEN are at least two years behind their peers by the end of secondary school.
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