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-Introduction & background – incidence/prevalence
-Causes/consequences/barriers to learning & development
-Relevant policy frameworks/guidance for inclusive teaching
-Specific approaches to intervention
Whilst you will have researched the literature and sources to support this collaboratively for your group presentation, your individual report must be your own individual work. Ensure that your Report
¥ Is set within current statutory frameworks that guide teachers’ practice, so that it would inform practice in the English system
¥ Provides sufficient background information on the condition and its implications for the ‘new’ reader
¥ Covers a range of interventions used for affected children
¥ Reflects critically on the impact of the interventions, using evidence from your secondary sources
¥ Uses sub-headings to aid clarity
The conclusion to your report will need to be reflective with a comment on implications for the teaching profession generally with regard to the particular cohort of children on which you have focused.
Report-writing is a skill! It needs to be clearly written – imagine you are writing for a whole school staff and governors, possibly parents too – so accurate grammatically, authoritative, tactful but jargon-free. References should be kept to a minimum
The Individual Professional Report – 1500 words Developing our imaginary scenario… Having engaged in inquiry-led practice with your fellow colleagues in the Additional Needs Network, each group member now has to return to their individual school: you have the task of disseminating your investigation findings to other stakeholders in your setting! This will be in the form of a professional report. You will have the chance to go into a little more depth on interventions (the relationship between your group presentation and the professional report is rather like that between your original proposal for your undergraduate major project that indicated the main arguments and key ideas, and the real thing you are now developing in more depth). Your audience for your professional report however will now be potential non-specialists – generalist class teachers, governors (who could be builders, solicitors, shop assistants…), parents… So this means: • You shouldn’t need to engage in any further background reading/research, provided all your group members have each contributed equally on their contribution for the presentation • If you wish, you can narrow your focus to a particular key stage • Your report will need to be clearly set out into sections with sub-headings • It needs to be jargon-free, with minimal theory or referencing if any • It will need to be balanced in terms of range of options on intervention, but you can legitimately support discussion with case study evidence on their effectiveness • It is possible therefore to make your report persuasive to a certain extent, if case study evidence (on video clips and / or in texts) is strong in support of a particular approach or strategy • It needs to be authoritative without being patronising • You will need to be mindful of the context into which your report is destined: your proposed way forward will need to be viable for the school and home context • It will need to be positive and upbeat – you are the champion of the child, remember… locate your views within the flexible continuum of provision (special schools are not a prison sentence, and you will need to consider the least restrictive educational environments for children).

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