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The GTC Networks provide support by linking teachers nationally and putting them in touch with the latest research and evidence. They let teachers have a voice at national debates on changes to education.

SEN practice examples: CPD for SEN

We asked teachers what was the best professional development experience that they had had for SEN. We were also interested in why these experiences had been useful. This is what teachers told us:

CPD for SEN experience Reason this was useful How the CPD made a difference

Observing colleagues

Raising awareness of suitable resources.
New ideas for getting the most effective support from teaching assistants (TAs)
Improved understanding of differentiation.

Improved use of ICT hardware and software. Pupils with SEN have improved understanding of concepts and vocabulary
Improved planning with specific focus on how TA would support learning objectives
More focus on personalised learning for all pupils.

PGCE placement in a special school

Helped with understanding of specific areas of special needs.
Learned new strategies for teaching children with particular needs
Greater understanding of importance of age-appropriate resources
Awareness of task analysis.

Use of visual timetable in mainstream setting for all pupils has reduced their anxiety
Introduction of distraction-free workstation in mainstream classroom
Using age-appropriate resources for all students
Convincing colleagues that all children can achieve if teaching is well-structured.

Specialist courses

In-depth knowledge of particular areas of need
Improved awareness of triggers for some behaviour problems

Reduced instances of challenging behaviour
Clearer learning objectives for pupils

Working as a TA before becoming a teacher

Developed skills in working with children of different ages
Developed team working skills
Developed better understanding of the teacher’s role and associated challenges.

Involving TAs in planning and assessment
Ensuring all pupils have sufficient teaching time from teacher
Able to make an informed decision about becoming a teacher.


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CPD for SEN experience	Reason this was useful	How the CPD made a difference
Observing colleagues	Raising awareness of suitable resources. New ideas for getting the most effective support from teaching assistants (TAs) Improved understanding of differentiation.	Improved use of ICT hardware and software. Pupils with SEN have improved understanding of concepts and vocabulary Improved planning with specific focus on how TA would support learning objectives More focus on personalised learning for all pupils.
PGCE placement in a special school	Helped with understanding of specific areas of special needs. Learned new strategies for teaching children with particular needs Greater understanding of importance of age-appropriate resources Awareness of task analysis.	Use of visual timetable in mainstream setting for all pupils has reduced their anxiety Introduction of distraction-free workstation in mainstream classroom Using age-appropriate resources for all students Convincing colleagues that all children can achieve if teaching is well-structured.
Specialist courses	In-depth knowledge of particular areas of need Improved awareness of triggers for some behaviour problems	Reduced instances of challenging behaviour Clearer learning objectives for pupils
Working as a TA before becoming a teacher	Developed skills in working with children of different ages Developed team working skills Developed better understanding of the teacher’s role and associated challenges.	Involving TAs in planning and assessment Ensuring all pupils have sufficient teaching time from teacher Able to make an informed decision about becoming a teacher.