SEND | Inclusive Reading Books For SEND Pupils - Peters
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Special educational needs and disabilities (SEND)

The Department for Education has identified four broad areas of need encompassed by SEND: communication and interaction, cognition and learning, social, emotional and mental health difficulties and sensory and/or physical needs.

The range of need within special educational provision is broad. Some pupils may leave school reading at the level expected for their age while, for others, success may mean reading basic words and text in the world around them with confidence, however every child and young person has the right to an effective and enriching education. 

Our team has put together some lists of recommended books to help cater for your pupils with specific needs or difficulties, including sensory books, HiLo texts and books in Braille, as well as books to ensure pupils with special educational needs find themselves represented.

You can browse these lists below. Can't find the books you need? We'd be happy to discuss your school's needs and requirements in depth. Email us at hello@peters.co.uk or call us on 0121 666 6646 to speak to a member of our team.

 

Sensory books

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Sensory books give readers an enhanced experience and an opportunity to interact with a book in a different way; children with visual impairments or other additional support needs especially benefit. With books that provide sensory experiences through tactile patches and sound buttons, these titles can help to develop ‘cause and effect’ learning, while books with sliders and flaps help to develop motor skills.

HiLo texts

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Hi-Lo (high interest, low ability), means the content of the book is appropriate to the age of the reader but the text is edited to suit a lower reading age. They are usually shorter books which means that the reader is more likely to finish them and so feel a sense of achievement. Hi-Lo books help build reading fluency, and can support pupils who are struggling with dyslexia. Some of these books feature cream paper to minimise glare, a dyslexia-friendly font and special line, character and paragraph spacing.

Representation

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Stories guide the reader through their discovery of the world, conveying values such as friendship, empathy, courage and a sense of belonging, so it is vitally important that children see themselves and their experiences reflected in the books they read. Here are our top picks for representation and inclusion.

Student support

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All children need support and encouragement, irrespective of their needs. These books allow children to understand their strengths but also how to deal with aspects of their lives which they may be finding more difficult.

Teacher guides

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If you're interested in learning more about a specific aspect of SEND provision, or the needs of one of your pupils, you may find these guides useful.

Supporting Children with Special Educational Needs and Disabilities

Teachers are faced by children with a range of additional needs on a daily basis, from physical and medical conditions, to moderate and severe learning difficulties, to behavioural disorders. Dealing with these children can be difficult, challenging and ultimately exhausting. The majority of today's teachers have received little training in this area and, with the best will in the world, are therefore ill equipped to effectively support these children in the classroom. Divided into two parts, 'Train Yourself' and 'Train Others', Cherryl Drabble's book equips primary and secondary teachers and SENDCos with the training and skills they need to fully support children with special educational needs, without neglecting the learning of other children in the classroom. The first half of the book invites teachers to audit their own needs, and get up to speed with current research. This advice is complemented by ten easy practical activities, which teachers can immediately implement in their own classrooms. After completing the first part of the book, the teacher will have gained a deeper understanding of SEND and witnessed the impact of this upon their students.The second part helps professional development leaders improve their whole school approach to SEND. From top tips for successful CPD sessions, information on mentoring colleagues and feeding back from external courses and training and, strategies to strengthen staff skill levels and evaluate practice, Cherryl Drabble has a multitude of effective suggestions that can will ensure that every child, regardless of their needs or ability, fulfils their potential.

 

Useful links

https://researchbriefings.files.parliament.uk/documents/SN07020/SN07020.pdf

https://www.tes.com/magazine/teaching-learning/secondary/support-pupils-speech-language-needs

https://www.tes.com/magazine/teaching-learning/general/how-support-pupils-pathological-demand-avoidance

https://www.tes.com/magazine/teaching-learning/specialist-sector/literacy-difficulties-schools-dyslexia-maggie-snowling

https://theconversation.com/what-is-fatigue-understanding-fatigue-among-students-with-disabilities-can-help-schools-moderate-it-205182

https://theconversation.com/how-much-exercise-should-disabled-young-people-get-new-recommendations-offer-advice-177020

 

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