Promoting SEND Inclusion for

International Schools
Module Two – Case Studies
Introduction
In Module One, you learned what inclusion means and the benefits it brings to the whole school
community. Inclusion is about seeing each person as an individual, recognising their strengths and
challenges, and supporting them to be their best regardless of your personal views and bias.

In this module we will look at four case studies offering a systematic approach and practical advice.

Approaching the case studies

The most important thing to remember when working with children is that every child is unique, regardless
of any identified additional need. They may come from diverse cultures and backgrounds and speak a
variety of languages, as well as having their own individual personalities.

There are many presentations or behaviours which can be attributed to an identified need but essentially
everyone’s experiences will be different. Support should be fluid and flexible as a child grows and
succeeds, and all support should be tailored to reduce the biggest barrier/s being experienced at the time.

Barriers are not simply created by a need or disability but formed by the environment or teaching delivery
methods. Look to reduce the need for the child to adapt to the environment and see how the environment
can be adapted to meet the needs of the child.

When working through these case studies, have the following in mind:

1. Observe the child and the behaviour and look for factual information which helps to identify barriers.

a. “Isobel has difficulty holding a pen” is more helpful than “Isobel seems
uninterested in wanting to learn to write.”
b. “When Riley has to sit on the floor for story time, he finds it hard to keep his arms
and legs still.” is more helpful than “Riley never sits still.”
c. “Myla does not speak to the other children and prefers to stay with an adult.” is
more helpful than “Myla is not connecting with others.”

2. Identify the biggest barriers to focus on first.

a. Isobel finds it hard to grip the pen with her right hand.
b. Riley has to wait quietly while the teacher gets ready to read.
c. Myla cannot communicate with many of her classmates as they do not all speak the same
language.

3. Choose no more than one or two interventions to implement first.

a. Would Isobel be more comfortable writing with her left hand or a keyboard?
b. Ask Riley to bring his reading book to look at or a fidget toy while he waits for the story to begin.

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aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

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 c. Set up a buddy system for Myla, so the children learn from each other and develop connections.

4. Get agreement from parents and professionals when necessary and include the child’s
opinion if age appropriate.

5. Model the intervention so that parents and other staff become aware of good practice and
can provide continuing support themselves where appropriate.

6. Provide training and resources where necessary.

Support networks

Seek support and advice from those around you to create a strong network for you and the child.
Remember you are not alone!

• Medical Network
• Family
• Parents/Carers
• Teacher Network
• Support Staff
• Learning Support Network
• Child

The cycle of support

Follow each case study through the four stages.

• Assess
Gather useful and relevant information to analyse the needs of the child.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
 • Plan
Agree a plan of action which should include interventions, support and expected outcomes.
• Do
Implement the plan with the support of those working with and caring for the young person.
• Review
Review the impact of the plan with the young person and their family, teachers and support staff.

Case Study - Louise

Introduction

You work in an early year’s class. Louise (3) is playing by herself sitting in the corner of the room. Her
parents are from Indonesia, and the family has lived in an English-speaking country for two years.
Staff tell you that she is very quiet and doesn’t like to play with others. You approach Louise; she
doesn’t seem to notice you. You pick up a toy from the floor and she snatches it then turns away from
you. Over the next few days, you continue to try to engage with her.

Assess

What factors should you and the other staff consider when thinking about Louise?

• There are many factors to consider at this early stage, which may or may not be relevant - do not
rule any out yet. Take them all into consideration before deciding what is important and relevant.
- Background information such as history of birth, language, culture, family situation, siblings etc.
- Anecdotal information from family and school.
- Previous observations to establish patterns of behaviour or to note one-off occurrences.
- Physical qualities such as hearing, sight, speech, fine and gross motor skills.
- Other developmental milestones such as social skills, emotional regulation and memory.
• This stage should be methodical with nothing left unchecked. A ‘skills checklist ‘also referred to as a
‘development profile’ or ‘needs profile’ will help to demonstrate any gaps between current ability and
age-related expectations.

Plan

What do you need to consider when planning additional support for Louise?

• Support Louise by monitoring, directing and introducing social interaction.

• Consider how much exposure she has had to the language of instruction when planning.

What factors should you think about when managing the conversation with the adults around Louise?

• Avoid using terms for identified conditions such as autism or social communication disorder. (these
terms should be used only if a parent or qualified professional, such as an educational psychologist,
initiates the conversation and is identified based on specialist evidence.)
• Consider the family home language and cultural experiences. Think about the effect that your
conversation may have on the family, eg their connections, emotions and feeling of safety within the
setting.
• Ask them if they have any worries or if they need support, and signpost them to information leaflets
that support the skills Louise is struggling with.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
More information

Louise’s parents tell you that she is very quiet at home and she doesn’t seem to take pleasure from things
the way other children do. She sometimes has tantrums and hits herself on the head. The parents are
learning the situations that seem to trigger tantrums, and sometimes they can anticipate and predict her
reactions. For example, they don’t take her to the shops and they always have food and drink available at
her level so that she doesn’t have to ask for them. She takes herself to the bathroom, where she is
obsessed with playing with water so they have to be vigilant.

Do

What activities could you try with Louise over the next few days to try and enable engagement?

• Playing joint attention games such as passing the ball, building tower blocks with
alternate moves and, singing nursery rhymes with hand movements like ‘Incy Wincy
Spider’.
• Involving Louise in some games with another child.
• Initiating simple conversation (or giving instructions) to try to gauge language ability.
• Sharing activities that you know she enjoys. For example, water play - will she copy you
pouring or splashing?
• Asking her parents to do the same activities but in their home language to help establish
whether language is a barrier.

Which professionals might you consider engaging to support Louise?

• With parental permission, a speech and language therapist screening will give baseline
data.
• Her parents may take her to a general practitioner or other appropriate professional for a
developmental milestones check

Review

Once you have engaged parents in the journey, you could implement an Individual Education Plan (IEP) to
track and monitor progress. This data is useful for any future support and/or to inform professionals.

At this stage it may be simply the language barrier making it hard for Louise to engage. She may feel
unsafe because she doesn’t understand what people want from her.

If the lack of connection continues, consider investigating for speech delay or a social communication
challenge. Records of your observations and interventions will help an appropriately qualified professional
with the early identification process.

Repeat

The Assess, Plan, Do, Review process is not a one-off intervention. Repeat on an ongoing basis to ensure
continued support and inclusion for the child.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Case Study - Lynden

Introduction

You work in a primary setting. Lynden (7) is referred to you because he has kicked over a chair and is
now kneeling on the table banging his head and crying. When you approach, he strikes out at you
and runs out of the room. The parents both work long hours, often away from home, so he is
collected and dropped at the school gate by childcare. The teacher tells you he has been playing up
for a while. He is calm at break and lunch times and plays nicely, but in the classroom, he often
refuses to sit where he is asked to, or to start any of the work, and sometimes completely melts down
and tears up his work. He is not responding well to the teacher’s excellent classroom behaviour
management.

Assess

What factors should staff consider when thinking about Lynden?

• There are many factors to consider at this early stage, which may or may not be relevant - do
not rule any out yet. Take them all into consideration before deciding what is important and
relevant.
- Background information such as history of birth, language, culture, family situation etc.
- Anecdotal information from family, siblings and school.
- Previous observations to establish patterns of behaviour or to note one-off occurrences.
- Physical qualities such as hearing, sight, speech, fine and gross motor skills.
- Other developmental milestones such as social skills, emotional regulation and memory.
• Keep in mind child protection issues such as possible neglect or abuse, but do not jump to
conclusions.
It would also be wise to understand how much exposure he has to childcare.
• Create a ‘skills checklist’ or ‘profile of need’ so this stage is methodical, and nothing is left
unchecked.

Plan

What do you need to consider when planning additional support for Lynden?

• Use a diary to record areas of concern to enable you to identify any patterns. Look for
potential trigger times, classes, interactions etc. For example, does the behaviour occur
during literacy or numeracy tasks, when moving around the school, during PE etc.
• If the behaviours are more noticeable when written work is expected, review literacy and
numeracy skills over previous years.
• As with all children, be aware of matters like food and drink habits, bathroom frequency
etc.
A child that doesn’t want to sit may be in pain; is he happy to sit but not to write?

What factors should you think about when managing the conversation with the adults around
Lynden?

• At this stage avoid using terms for identified conditions such as dyslexia, dyscalculia or
oppositional defiance disorder. These terms should only be in the conversation if initiated by a

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
 parent or qualified professional, such as an Educational Psychologist, and the opinion is
formed from evidence.
• Sometimes parents need time to understand patterns to behaviours. Talk with the family each
time Lyndon experiences emotional distress so you take them on the same journey as you.
Discussions should be supportive and not punitive so the parents do not feel the need to
discipline.
• Let the parents lead the conversation. Try to find out if he shows these behaviours elsewhere
(eg at home, or at the childcare setting). Ensure the focus of any conversation is ‘How do we
help him?’
If the parents are worried or need support, signpost them to information.
• If you suspect abuse, follow the safeguarding procedures in your setting. Report your
concerns to the designated safeguarding person and do not speak directly to the family.

More information

Once you have a record of when, where and why the emotional distress happens, you can consider
an Individual Education Plan for specific interventions. For Lynden, observation has shown that he
rarely looks at the whiteboard and doesn’t take cues from text. During carpet time he takes his cues
from the verbal instructions of the teacher or from the other students. He does not engage with books
and is unable to point to words or smaller images when asked. Looking back at last year's writing, his
letters were large and badly formed. During a conversation with his parents, they confirm that he has
no interest in books or text and so they don’t focus on those at home. He loves to listen to music but
doesn’t really look at the television.
Tantrums and other challenging behaviours don’t happen at home.

Do

What activities could you try with Lynden over the next few days to try and enable engagement?

• Read some large print books with him, or try large books with images, to see if these engage him.
• Monitor his eyes; for example, does he squint, or close one eye?
• Try some eye-tracking exercises. See if he can follow his finger with his eyes, starting with his hand
outstretched in front of him and then drawing it in to touch his nose. Can he follow an object from
left to right, or up and down?
• Introduce audiobooks (or use the text to speech function built into most software) to see how he
responds.

Which professionals might you consider engaging to support Lynden?

• With agreement from parents, assessment from an optician or behavioural optometrist for
short-sightedness, long-sightedness, dry eyes, tracking or a syndrome such as Irlen’s would
give you some baseline data to work from.
• An intervention from a SENCO or literacy specialist could help with his reading or writing.
• His parents may take him to a general practitioner or other appropriate professional for a
developmental milestones check.

Review

Once you have engaged parents in the journey, you may want to implement an Individual Education Plan to
track and monitor progress. This data is useful for any future support and/or professionals.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
A visual impairment could be preventing Lynden from being able to see the work being introduced to him or
causing discomfort while he is trying to read or write. This could be the reason for the behaviour that the
teacher has been seeing in the classroom.

If there is no visual impairment, further literacy intervention could help him to progress. Also consider a full
educational psychology assessment to identify strengths and challenges such as phonological proficiency,
working memory, processing etc. Records of your observations and interventions will help an appropriately
qualified professional with the early identification process.

Repeat

The Assess, Plan, Do, Review process is not a one-off intervention. Repeat on an ongoing basis to ensure
continued support and inclusion for the child.

Case Study - Louis

Introduction

Louis (14) is referred to the department because he is struggling to meet deadlines for his vocational
course in Business Studies. He appears disorganised and unable to work independently, and his
assessed work does not reflect his contributions in the classroom. Previous progress data shows a
cognitively age-appropriate student whose achievement grades are significantly lower than predicted.
He tells you that he feels he never has enough time to finish his work, so studies late into the night
making him tired. It feels like a cycle that he can’t get out of. He hates waking up and coming to
school where he finds it hard to focus; he feels he works better at home where he can listen to his
music. He finds it hard to concentrate on long pieces of text, and to focus when a teacher is speaking;
the words all seem to muddle up. In timed assessments he seldom completes the work, and he
always finds it difficult to work in silence for any length of time

Question: What should you do first?

a. Plan
b. Do
c. Assess
d. Review

Correct answer: c
The first step is to assess.

Assess

Question: What should you be thinking about first at this stage?

a. What factors the staff could be considering

b. Whether Louis should be receiving any additional support
c. Which professionals could support Louis

Correct answer: a
Think about the factors that staff could be considering.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
What factors could staff be considering?

• There are many factors to consider at this early stage, which may or may not be relevant - do not
rule
any out yet. Take them all into consideration before deciding what is important and relevant.
- Background information such as educational history, language, culture, family situation etc.
- Anecdotal information from family, siblings and school.
- Previous observations to establish patterns of behaviour or to note one-off occurrences.
- Physical qualities such as hearing, sight, speech, fine and gross motor skills.
- Other developmental indicators such as social skills, emotional regulation and memory.
• In addition to the above, consider Louis’s comments about sleep, music, focus and concentration.
These could be signs of potential attention deficit hyperactivity disorder (ADHD - Hyperactivity),
ADHD - Inattentive or ADHD - Combined.
• Look for ideas, but do not reach definite conclusions, when you are at the early stages of potential
identification.

Question: What is the next stage following assessment?

a. Implement
b. Plan
c. Communicate

Correct answer: b
The next step following assessment is to plan.

Plan

What do you need to consider when planning additional support for Louis?

• Observations will help you to offer the right support. Look for Louis’s ability to focus and pay
attention,
his contributions to class and responses to questions, and the quantity and quality of written work.
• Provide scaffolding for longer pieces of work and bigger projects.
• Encourage use of a laptop for extended writing tasks so Louis does not worry about
presentation. He can work at the right pace and can more easily rework his longer pieces to
be coherent.
• Plan regular breaks and support Louis in returning to his work at another time.
• Chunk his project work by giving small tasks to do regularly, monitored by the teacher, so that
the longer texts develop over time. This will also help him to learn how to break down work
using small achievable goals.

What factors should you think about when managing the conversation with the adults around Louis?

• Families may think that the involvement of the SENCO infers cognitive delay, which is often
not the case. When starting the conversation with families it can be helpful to present data to
demonstrate strong ability then compare it to the unexpectedly weaker achievement data.
• Say what you see and listen more than you talk. Parents and carers can often tell you all you
need to know if they feel that their input is valued.
• Take time to chat about background information and earlier history. For example, Louis’s
parents tell you about his poor focus as a toddler, that he seemed unable to follow directions,
was forgetful and could become fully absorbed in fast-paced games. All of this is useful
information to help you to process any ideas you have.
Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
 • Ask questions to learn from the family as they will have valuable anecdotal data. In Louis’s
case, for example, they tell you about late nights, loud music and that he never seems to be
still and peaceful.

Question: Should you share your thoughts if you believe that Louis may have an identified
condition
such as ADHD?

a. Yes, it is useful for everyone to know if you think that there is a specific
reason why Louis needs support.
b. No, you should not share these thoughts, even if you believe that there is a
specific reason why Louis needs support.

Correct answer: b
You should not share your thoughts as these terms should only be in the conversation if a parent or
professional, such as an educational psychologist, initiates that conversation and the opinion is formed
from evidence.

More information

You have chatted to Louis’s teachers, and they tell you that scaffolding of work and the use of a laptop
have increased his ability to structure and create written work in subjects like Business and English. He is
still not completing timed assessments and finishing the work set for Maths and Science in time. Alongside
this, he still struggles with personal organisation; for example, having PE kit when needed, having the right
books for the right lessons, remembering equipment etc.

Do

What activities could you try with Louis?

• Support Louis with creating a life schedule. Print a copy for his room, and another for the back of
the front door that he can check as he leaves. Break the day down to list his tasks each morning (eg
shower, breakfast, make packed lunch, fill water bottle etc), the lessons each day (to prompt for
homework and books needed) and an evening schedule (eg unpack PE kit, recharge laptop, do
homework, pack school bag etc). Include time for gaming, other leisure activities and sleep.
• Discuss the gaming and agree on an appropriate amount of time. There is research to show that
gaming can be beneficial, but it also affects the skills needed for study and drives a need for instant
gratification.
• Help Louis with skills for planning written work, such as brainstorming, mind mapping, note taking,
dictation into speech to text software, post it note planning etc.
• Trial practical measures such as giving him 25% more time for assignments, or a separate room for
all assessments. Monitor carefully to establish their success.

Question: How should you engage with other professionals to support Louis?

a. Arrange contact and let the parents know so they can attend if they wish
b. Gain agreement from parents first then arrange contact
c. Advise the parents that they should arrange the first contact

Correct answer: b
You need to gain agreement from parents first.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Which professionals might you consider engaging to support Louis?

• With agreement from parents, screening by an educational psychologist could indicate

any potential next steps (eg assessment for ADHD).
• An intervention from a SENCO or counsellor could help with building resilience, self-
esteem and supporting Louis to structure his day.
• The parents/carers may choose to visit a general practitioner or other appropriate
professional for health checks.

Review

Once you have collated parent feedback, observations, anecdotal information and data, you can implement
an Individual Education Plan. It will be useful for Louis and the professionals supporting him to have a
record of his progress and success.

Any conditions like ADHD can be formally identified only by professionals. It is not uncommon for co-
occurrences with specific learning differences such as dyslexia, dysgraphia and dyspraxia, and it will be
helpful for these to be identified or ruled out.

A full educational psychology report will identify strengths and challenges such as phonological proficiency,
working memory, processing speeds etc. This would enable accurate support and intervention and provide
evidence for exam access arrangements (eg extra time).

Question: What is your next step?

a. Repeat the process by returning to the ‘assess’ stage

b. No next step is needed as the intervention is complete
c. Return to the ‘do’ stage if you think further intervention is needed

Correct answer: a
The cycle is ongoing, so you need to return to the ‘assess’ stage.

Repeat

The Assess, Plan, Do, Review process is not a one-off intervention. Repeat on an ongoing basis to ensure
continued support and inclusion for the child.

Case Study - Shamera

Introduction

Shamera, aged 17, has been referred to the attendance office as she is refusing to come to school. After a
period of lockdown and distance learning she has not returned to school, saying that she can study at
home. Her cognitive ability data show that she has a high standardised score of 140 for non-verbal ability.

Assess

What factors should staff be considering?

• There are many factors to consider at this early stage, which may or may not be relevant - do not
rule any out yet. Take them all into consideration before deciding what is important and relevant.
- Background information such as language, culture, family situation etc.
Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
 - Anecdotal information from family and school.
- Previous observations establishing patterns of behaviour or to note one-off occurrences.
- Physical qualities such as hearing, sight, speech, fine and gross motor skills.
- Observations on her social skills, emotional regulation, and memory.
• Request feedback from teachers for an anecdotal review of her recent years.

Plan

Should Shamera be receiving any additional support?

• Connect with Shamera at home by phone or video call. Try to find out her reasons for
staying home, and what she finds difficult about coming to school. Ask questions such
as “Are you missing your friends?”, “How are you sleeping?”, “Are you missing contact
with your teachers?”, “Are you finding it difficult to have conversations about your
subjects?”
• Try to establish if she is frightened of returning, if she is being bullied, if she has
symptoms of depression or loneliness. How connected is she is with her family? Ask
specifically if there is anything that will help her return to school.

What factors should you think about when managing the conversation with the adults around Shamera?

• Say what you see. Avoid using specific medical terms such as depression. These terms
should only be used in the conversation if a parent or professional, such as an
educational psychologist, initiates that conversation and the opinion is formed from
evidence.
• Share the data showing high ability and achievement. Many families think intervention from
a SENCO infers cognitive delay, which is often not the case. Shamera’s profile could be
dual exceptionality in which case intellectually she may be very strong but with less
maturity than her peers.
• Ask for background information with regards to social communication skills. How have her
friendships
been in the past?

More information

You find out that Shamera has few friends. She is not interested in group games but becomes
absorbed in solo activities.

She often finds herself intellectually above her age group making it hard to connect with her peers.

Her teachers tell you that Shamera is quickly frustrated when people don’t understand her or her
thinking.
She finds it hard to let things go or be open to other opinions.

Do

You need to build a relationship with Shamera to create trust between you. Listening to her needs and
working out a way to meet them will be key to her reintegration into school.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
What strategies could you try with Shamera?

• A meeting to discuss her needs. What would help her to return to school? Ideas include agreeing a
teacher mentor, finding a quiet working space and starting with a reduced timetable.
• Identify a student in each of her classes to buddy with Shamera and reach out to her.
• Ask teachers to arrange 1:1 online meetings to re-engage with her.
• Review her interests to identify something that she could develop by joining a club or social group.
• Encourage her to think ahead, for example talk about plans for the future.

Which professionals might you consider engaging to support Shamera?

• With agreement from parents, screening by an educational psychologist could indicate any
potential next steps (eg assessment for a social communication disorder such as autism).
• Some parents may prefer to visit a psychiatrist, psychologist or general practitioner to review
for depression or other mental health issues.
• A SENCO or specialist counsellor may wish to conduct some work in building resilience, social
skills, self-esteem and helping Shamera to structure her days.

Review

What should you consider at the review stage?

Once you have collated parent feedback, observations, anecdotal information and data, implement an
Individual Education Plan for Shamera’s reintegration into school. This should also address concerns for
Shamera’s social, emotional and mental health.

Shamera would like to go to university next year and, if she is to be successful, she will need to engage
with those around her such as lecturers, support services, and will need the life skills of shopping etc.

A full educational psychology report will identify strengths and challenges such as phonological proficiency,
working memory, processing speeds etc. This would enable accurate support and intervention and provide
evidence for exam access arrangements (eg extra time).

Repeat

The Assess, Plan, Do, Review process is not a one-off intervention. Repeat on an ongoing basis to ensure
continued support and inclusion for the child.

Summary
In this module, you applied your knowledge of SEND inclusion to the four case studies. You used the four-
step Assess, Plan, Do, Review model to ensure that the students who may have SEND received the
support they needed.

Well done, you have now completed this course on ‘Promoting SEND Inclusion for International Schools’,
and we trust that you have found it useful and informative.

You are now ready to complete the corresponding questionnaire. Click Questionnaire 2 to begin the
questions.

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