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By Talak Khan on Wednesday, April 4th, 2018

My latest article on the identification of Dyslexia

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UNDERSTANDING THE ROLE OF THE SENCO

By Talak Khan on Wednesday, April 4th, 2018

To say that a SENCO’s role is possibly one of the most challenging in terms of accountability is perhaps an understated view. The areas of responsibility seem to vary according to the school’s individual acknowledgement of the SENCO’s designated role.

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Why ‘Labelling’ Pupils With SEND Can Sometimes Be Helpful

By Talak Khan on Wednesday, April 4th, 2018

For many education professionals, ‘labelling pupils’ is something to be avoided at all costs – but as Talit Khan notes, there are times when doing so can actually help…

Love them or loathe them, you’ll find ‘labels’ being used on a daily basis in every school. The issue to focus on, however, is whether we let those labels define who we are and what’s projected through them.

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WHAT SHOULD INCLUSION LOOK LIKE IN THE MODERN CLASSROOM?

By Talak Khan on Wednesday, April 4th, 2018

When we as teachers use the word ‘Inclusion’ what do we mean? Have we understood it’s meaning, in terms of policies and statutory documents, or are we actually trying to make sense of inclusion through practical applications and what we innately know will work for our pupils with special educational needs and disabilities (SEND)? Or is Inclusion a one (word) hit wonder that we have all adhered to so that we don’t forget that the SEND children matter. However, in reality, we don’t really know how or what it should look like, within the classroom.

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Are Your Hearing Impaired Pupils Able To Read?

By Talak Khan on Wednesday, April 4th, 2018

How often do we come across deaf children who struggle to read and spell in our classrooms? How many of us then take the time to find out if they have a literacy difficulty such as dyslexia, or do we tend to dismiss any reading and comprehension difficulties they might have as due to their hearing impairment?

Is it possible to use similar screening techniques to identify if a deaf child has dyslexia, as a child that is able to hear clearly? Well, it appears so…

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Why Do We Blame SENCos For Lack Of Pupil Progress?

By Talak Khan on Wednesday, April 4th, 2018

Talit Khan questions whether we’re placing responsibility for the progress of SEND pupils on the right shoulders.

When I come across the terms ‘accountability’ and ‘responsibility’ regarding SEND pupils, I often wonder if, as teachers and senior leaders, we properly understand what they mean.

There is an overwhelming amount of information, in the SEN Code of Practice and elsewhere, regarding mainstream schools and the role they have to play in identifying and supporting pupils with SEND, much of which is then conveyed through schools’ SEND and inclusion policies. Yet there seems to me to be an avoidance of accountability for the progress and attainment of SEND pupils in schools, regardless of whether or not they have an Education, Health and Care Plan.

Why? Is it simply because we’re not clear as to who is ultimately responsible for SEND pupils in our classrooms? Or is it just easier to make staff who are already working closely with these pupils, such as TAs, accountable for their progression, thus enabling us to focus on other pupils who ‘really need our support’ – ie. those whose results will make a difference to our school data…?

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Effectively using phonics to increase attainment and improve learning

By Talak Khan on Wednesday, April 4th, 2018

There was a good line up of qualified speakers who spoke about the impact of Phonics on attainment and improving learning. There were a variety of views represented in the audience comprising mainly of head teachers, primary school teachers, local authority advisors and a few SENCo’s. The majority agreed that phonics was essential to learning how to read and write, but there were dissenters.

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