1. School Sports Coaching Apprenticeship SEN and disabilities

2. SENCo Special Educational Needs Co-ordinator IEP / ILP Individual Education/Learning Plan

3. SENCo Special Educational Needs Co-ordinator ROLE?

4. In mainstream primary schools the key responsibilities of the SENCO may include: day-to-day operation of the school's SEN policy coordinating provision for children with special educational needs liaising with and advising fellow teachers & contributing to the in-service training of staff managing learning support assistants maintaining SEN records liaising with parents of children with special educational needs liaising with external agencies (LEA’s support and educational psychology services, health and social services, and voluntary bodies)

5. ADD/ADHD Emotional/Behavior Disorders Aphasia/Dysphagia Fetal Alcohol Syndrome Apraxia/Dyspraxia Fragile "X" Auditory Processing Hearing Impaired Autism/Aspergers Learning Disabilities Cystic Fibrosis Mental Retardation Cerebral Palsy Neurological Disabilities Developmental Delays Seizure Disorder Down Syndrome Support Groups Dyslexia Visual Impairment

6. Autistic spectrum disorder (Asperger’s syndrome) General (global) learning difficulties Specific learning difficulties (dyslexia, dyscalculia, dyspraxia) Speech and language difficulties Attention deficit hyperactivity disorder (ADHD) Hearing/visually impaired Physically disabled (Cerebral palsy) Emotional/behavioural difficulties

7. Cognition and learning Moderate-severe/multiple/complex learning difficulties Specific learning difficulties (dyslexia, dyscalculia, dyspraxia) Down’s syndrome Fragile X Communication and interaction Autistic spectrum disorder Speech and language difficulties Attachment disorder Behavioural, emotional and social Challenging, attention-seeking Attention deficit hyperactivity disorder (ADHD) Bullying Selective mutism Traumatised Sensory and physical Hearing/visually impaired Physically disabled (cerebral palsy etc)

8. Crucial - children’s difficulties often overlap two, three or even four of these categories More important than ‘classification’ is a consideration of what a child will have difficulty with and how teachers and teaching assistants can ameliorate those difficulties. Carefully consideration to own attitude and approach and how to create the best climate for learning in the classrooms can reduce or sometimes even remove barriers to learning.

9. Effective Coaching of Disabilities: Understand the disability, then the adaptions

10. On-going Assessment: SENCO Meeting Discussion should be centred around key groups and their needs and inclusion within lessons. Students should be able to identify key learners and their needs as appropriate, they should be able to explain when to discuss issues with the SENCO, means of promoting equality and diversity within the school. Students should be able to explain the importance of collaborative work, common barriers to learning and participation and how these can be overcome.

11. ADD/ADHD Hearing Impaired Autism/Asperger's Learning Disabilities Cerebral Palsy Visual Impairment TASK What is it? How does it effect physical activity performance? How does it effect learning? What are the typical adaptions?

12. Adapting!! S.T.E.P. Space. Task. Equipment. People.

13. Adapting!! Task Adapt your own sessions for the given scenario