This essential resource supports teachers, trainees and assessors who work or intend to work in the Further Education and Skills Sector, specifically in relation to students with Learning Difficulties and/or Disabilities (LLDD) including those on vocational courses and bespoke pathways.
Incorporating areas such as the curriculum, policies and statutory guidance and the four areas of need identified in the SEND Code of Practice (2015), this book utilises latest research evidence in the assessment, teaching, learning and support with respect to the group of learners, providing strategies of support based reliable practice. The book will also support staff who work with learners with specific needs such as autism or dyslexia, complex needs, or those on a vocational course such as construction, who may have an additional needs. Strategies are provided for assessment and planning with learners who may have cognitive, sensory and physical needs, social, emotional and mental health difficulties, or communication and interaction needs.
By explicitly linking theories of assessment, planning and delivery of an inclusive curriculum, and drawing on case-studies, this accessible and highly practical companion will be valuable to all teachers, trainees and assessors working with LLDD learners in the Further Education and Skills Sector.
Table of Contents:
1. Policy, practice and statutory guidance.
2. The role and importance of Ofsted and the Education Inspection Framework
3. Working with others.
4. Quality First Teaching, the graduated approach and adaptive teaching.
5. Pedagogy: Evidence based research and practice.
6. English, maths and emerging technologies.
7. Embedding literacy, numeracy and digital skills into the vocational curriculum.
8. Neurodiversity
9. Assessment, planning and facilitating learning: Cognition and Learning Needs
Profound and Multiple Learning Difficulties (PMLD) Severe Learning Difficulties (SLD) and
Moderate Learning Difficulties (MLD).
10. Assessment, planning and facilitating learning: Cognition and Learning Needs:
Specific Learning Difficulties (SpLD)
11. Assessment, planning and facilitating learning: Social, Emotional and Mental Health Difficulties: Social, Emotional and Mental Health Difficulties (SEMH).
12. Assessment, planning and facilitating learning: Social, Emotional and Mental Health Difficulties: Attention Deficit Hyperactivity Disorder (ADHD).
13. Assessment, planning and facilitating learning: Communication and Interaction Needs: Autism Spectrum Disorder (ASD).
14. Assessment, planning and facilitating learning: Speech, Language and Communication needs: Speech, Language and Communication needs (SLCN).
15. Assessment, planning and facilitating learning: Sensory Needs.
16. Assessment, planning and facilitating learning: Physical Needs.
About the Author :
Trevor Cotterill is Programme Leader for the BA (Hons) Special Educational Needs and Disabilities programme at the University of Derby. He had previously published A Guide to the SEND Code of Practice (2024) and Principles and Practices of Working with Pupils with Special Educational Needs and Disability (2019) both published by Routledge.
