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Last reviewed on 21 October 2020
Ref: 41285
School types: All · School phases: All

Experts from nasen (National Association for Special Educational Needs) explain how to provide high-quality remote provision for this vulnerable group. Find out how to support parents, get the most out of support staff and make resources accessible.

Take a pupil-centred approach

When planning remote learning, it's vital that you start with the individual needs of the child and their home environment. Try to get away from generic labels such as 'dyslexic' – the same support won't work for all children with dyslexia.

Look at each pupil’s individual profile and consider what this means for remote learning in the context of their subject and the curriculum they're covering; Talk to the SENCO about what's going to work best for the child, and the support available; and Talk to the family, and the pupil themselves if appropriate, about the set-up they have at home and what worked well or was challenging during lockdown (if it isn't possible for teachers to do this, the SENCO can do it and report back). In these conversations, find out: How much and what kind of family support would be available at home. Would parents be helping with remote learning, or

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