In 2012 the Higher Education Academy worked with teacher educators from across the UK to curate a list of useful resources in this area. Kathy Wright has maintained and updated this list.
Another list of useful resources for initial teacher education, created by UK teacher educators with support from the HEA. The lists have been maintained by Kathy Wright.
The 'live' version of my talk at the HE and FE Show 2015 in London, introducing the Higher Education Academy's Framework for student engagement through partnership. https://www.heacademy.ac.uk/frameworks-toolkits/frameworks Here I used Haiku Deck to create a presentation with images as backgrounds to slides.
Another version is available here: http://bit.ly/1VPlQpj which includes more text.
Another list of useful resources for initial teacher education, created by UK teacher educators with support from the HEA. The lists have been maintained by Kathy Wright.
The 'live' version of my talk at the HE and FE Show 2015 in London, introducing the Higher Education Academy's Framework for student engagement through partnership. https://www.heacademy.ac.uk/frameworks-toolkits/frameworks Here I used Haiku Deck to create a presentation with images as backgrounds to slides.
Another version is available here: http://bit.ly/1VPlQpj which includes more text.
160405 zuyd hogeschool video teaching and blended learning (slideshare)Zac Woolfitt
Using educational video as part of a blended learning strategy. Flipping the classroom. A Webinar for Zuyd Hogeschool April 5th 2016. Thinking outside the box with video
Abdul wajid on Educational Broadcasting in Pakistanabdulwajidable
This is a bit of information i tried to get and share. plz check the links;
http://www.slideshare.net/abdulwajidable/educational-broadcasting-by-abdul-wajid-10589515
Alan Tait is Director of International Development and Teacher Education at The Open University, UK
This presentation was delivered as part of his keynote speech at the 2014 EDEN Annual Conference in Zagreb.
http://www.eden-online.org
Perspectives on technology enhanced teaching and learning from the AQUA-TNET ...John Bostock
Presentation made to the COFASP workshop "Towards new solutions on mobility and learning tools for human capacity building on the fisheries, aquaculture and seafood processing chain. Bilbao, 8th October 2015
The big picture: who comes, why and what might change in the future?University of Limerick
This presentation reviews the latest data from HESA on international student recruitment by English universities, examining the trends from 2009/10 to 2013/14. It shows that the decline in new enrolments started in 2011/12 and reversed in 2013/14, but that the variation has been at postgraduate level, with undergraduate enrolment s growing steadily over the five year period. It then looks at global trends, discussing the drivers of international student mobility and considering the factors that could erode the UK's share of this market in the medium term.
ALO Finland online courses - What, why and how?ALO Finland
Since the first PISA results over 10 years ago, Finland has received 1000s of educators globally to learn from the Finnish education system. Helsinki's schools have already closed their doors and most schools charge for visits. Finland is also an expensive country, making it difficult for teachers to learn from the Finnish educators. Thus, affordable ALO Finland courses were created to make it possible for teachers to learn from Finnish schools and teaching.
Many countries know the Finnish national curriculum, educational system, phenomenal learning and 21st century competences. However, they fail at the implementation part of them.
Highly trained teachers are the key behind Finnish educational success. ALO Finland courses offer opportunities to learn from Finnish teachers online.
NDLW International Power Point Wimba Wednesdayvideoreg
International: Collaborative Learning Globally
Sponsored & Hosted by: Wimba, Inc. (http://www.wimba.com/)
This webinar will explore a broad range of issues related to collaborative learning globally. Specific areas of interest may focus on what various countries are doing in regards to distance/open learning, distribution, policy, mobile and providing overall accesses to learning globally.
160405 zuyd hogeschool video teaching and blended learning (slideshare)Zac Woolfitt
Using educational video as part of a blended learning strategy. Flipping the classroom. A Webinar for Zuyd Hogeschool April 5th 2016. Thinking outside the box with video
Abdul wajid on Educational Broadcasting in Pakistanabdulwajidable
This is a bit of information i tried to get and share. plz check the links;
http://www.slideshare.net/abdulwajidable/educational-broadcasting-by-abdul-wajid-10589515
Alan Tait is Director of International Development and Teacher Education at The Open University, UK
This presentation was delivered as part of his keynote speech at the 2014 EDEN Annual Conference in Zagreb.
http://www.eden-online.org
Perspectives on technology enhanced teaching and learning from the AQUA-TNET ...John Bostock
Presentation made to the COFASP workshop "Towards new solutions on mobility and learning tools for human capacity building on the fisheries, aquaculture and seafood processing chain. Bilbao, 8th October 2015
The big picture: who comes, why and what might change in the future?University of Limerick
This presentation reviews the latest data from HESA on international student recruitment by English universities, examining the trends from 2009/10 to 2013/14. It shows that the decline in new enrolments started in 2011/12 and reversed in 2013/14, but that the variation has been at postgraduate level, with undergraduate enrolment s growing steadily over the five year period. It then looks at global trends, discussing the drivers of international student mobility and considering the factors that could erode the UK's share of this market in the medium term.
ALO Finland online courses - What, why and how?ALO Finland
Since the first PISA results over 10 years ago, Finland has received 1000s of educators globally to learn from the Finnish education system. Helsinki's schools have already closed their doors and most schools charge for visits. Finland is also an expensive country, making it difficult for teachers to learn from the Finnish educators. Thus, affordable ALO Finland courses were created to make it possible for teachers to learn from Finnish schools and teaching.
Many countries know the Finnish national curriculum, educational system, phenomenal learning and 21st century competences. However, they fail at the implementation part of them.
Highly trained teachers are the key behind Finnish educational success. ALO Finland courses offer opportunities to learn from Finnish teachers online.
NDLW International Power Point Wimba Wednesdayvideoreg
International: Collaborative Learning Globally
Sponsored & Hosted by: Wimba, Inc. (http://www.wimba.com/)
This webinar will explore a broad range of issues related to collaborative learning globally. Specific areas of interest may focus on what various countries are doing in regards to distance/open learning, distribution, policy, mobile and providing overall accesses to learning globally.
Presentation during Open Access Week celebrations at Wits University, Johannesburg, South Africa
Goal of the presentation: Address broader aspects of openness in higher education
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
This presentation will present an overview of several major theories of innovation as they relate to contexts of open education, making clear connections to open educational practice and showing how innovation theories can apply to OER. The presentation is likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
• Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991)
• The diffusion of innovations theory (Rogers, 2010)
• SAMR framework (Puentedura, 2006; Orr et al., 2015)
• Cyclic Innovation Model (Berkhout, 2007)
• Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018)
This work contributes to the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project will run from 2021 to 2023 to support the modernisation of education in the European area through OER.
“OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to
knowledge.”
-The William and Flora Hewlett Foundation
Building a global teaching profile: Showcasing Open Educational Resources a...Michael Paskevicius
Building a global teaching profile: Showcasing Open Educational Resources at the University of Cape Town (UCT).
Delivered November 18, 2009 at the Teaching with Technology Miniconference hosted by the Centre for Educational Technology at UCT.
Sandra Schaffert: Open Educational Resources as Facilitators of Open Educatio...Sandra Schön (aka Schoen)
In the last few years Open Educational Resources (OER) have gained much attention. Experts who understand OER as a means of leveraging educational practices and outcomes define OER based on the following core attributes: the content is provided free of charge and liberally licensed for re-use in educational activities, the content should ideally be designed for easy re-use, open content standards and formats are being employed, and software is used for which the source code is available (i.e. Open Source software). From January 2006 to December 2007 Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning. The project aimed at promoting OER through different activities and products such as a European OER roadmap and OER tutorials. We present some results of the roadmap which provides an overview of the OER landscape and describes possible pathways towards a higher level of production, sharing and usage of OER. The roadmap emphasises that the knowledge society demands competencies and skills that require innovative educational practices based on open sharing and evaluation of ideas, fostering of creativity, and teamwork among the learners. Moreover, the roadmap provides recommendations on required measures and actions to support decision making at the level of educational policy and institutions.
Open Education Resources - a game changer!icdeslides
Open Education Resources are becoming increasingly popular and a number of significant developments have taken place the last year, showing that OER delivers what it promises. This presentation takes you through this development from introducing the term OER to November 2015 showing the latest and ground breaking development. Take part!
Intro to and overview of Open Educaiton with an empnasis on the Why, from philosophical to economic arguments. Practicing what we preach - this is a mash-up using openly licensed presentations from other open education advocates along with original ones (and lots of pics). All licenses (except screenshots) are attached to the relvant slides. Any questions, just contact us at feedback@oeconsortium.org.
OECD Education Policy Outlook: Country Policy Profiles 2020EduSkills OECD
An Education Policy Outlook Profile reviews the current context and situation of the country’s education system and examines its challenges and policy responses, according to six policy levers that support improvement:
Students: How to raise outcomes for all in terms of 1) equity and quality and 2) preparing students for the future.
Institutions: How to raise quality through 3) school improvement and 4) evaluation and assessment.
System: How the system is organised to deliver education policy in terms of 5) governance and 6) funding.
Slides to support short presentation by Kathy Wright at the 2015 HE and FE Show in London on 14 October. The presentation is taken from previous keynotes by Dr Abbi Flint of the Higher Education Academy.
This report contains the preliminary findings from a research project that aimed to explore:
• What is the current practice around teaching social science research methods to undergraduate medical students in the UK: what is being taught, how are teaching and learning organised within the curriculum, how is content is delivered, to and by whom and how is student learning assessed?
• And, what are the challenges and opportunities around developing this teaching and learning practice and the curriculum and policy contexts that frame it?
This workshop was held as part of the HEA Enhancement Event 'Technology enhanced learning: What can we learn from MOOCs?'. The presentation forms part of a blog post about this workshop which can be accessed via: http://bit.ly/1AbOtCA
For further details of the enhancement event, please see: https://www.heacademy.ac.uk/events-conferences/event10203
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/13zCShG
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/1yYJket
This presentation is linked to a workshop presented at the HEA Enhancement event 'The full picture: the journey from listening to partnership in student engagement'. The blog post that accompanies this presentation can be accessed via http://bit.ly/129riIW
This list of resources is one of the outputs of the HEA Social Sciences funded project 'The role of assessment in teaching research methods' led by Anesa Hosein (University of Surrey) and Namrata Rao (Liverpool Hope University).
For further details of this project, please see HEA Social Sciences blog post:
This presentation by Sara Bragg (University of Brighton) was part of the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014.
The project, funded by the HEA, offered groups of student teachers to reflect on the increased use of technology in schools to track students and the use of technology by students outside schools.
To find out more, read the project report at http://bit.ly/ZCqNq8
Presentation by Phil Taylor and Dario Faniglione for the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014.
The project, one of four projects supported by the HEA in 2014, has created an app which can be used by student teachers and other practitioners to carry out both individual and collaborative research,
Further details can be found in the project report at http://bit.ly/ZpLMfU
Presentation by Dr Elspeth McCartney for the Higher Education Academy (HEA) symposium on teacher education at BERA Annual Conference in London, September 2014.
The project, one of 4 funded by the HEA, involved supporting student teacher engagement with published research. The full project report describing the work can be found at http://bit.ly/1mqhzHS
Douglas Barnes contributed to an HEA Education event on curriculum in April 2014. This is a further piece to add to his thoughts from the day.The blog post about the event can be found at http://bit.ly/1nVGkIr
These vignettes have been produced as part of the HEA-funded project 'Digitalised cultures and spaces of schooling'. For further details of this project please see: http://bit.ly/ZCqNq8
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Special Educational Needs and Disability resource list
1. Theme: Special Educational Needs and Disability (SEND)
This is one of 11 lists of themed resources originally created as a result of recommendations by
participants at a series of eight HEA workshops held around England in spring/summer 2012. In this
sense, they form a record of the views of the particular contributors, and are not intended to be
exhaustive, or exclusive.
Lists are in alphabetical order, and enough information is included in the referencing to allow
resources to be located readily. If the individual resources are to be used (in course documentation,
academic work, etc.), you may need to adapt this to fit your own institutional referencing
requirements.
Checked 24 February 2016
Bishton, H. (2007) Children's voice, children's rights: what children with special needs have to say
about their variously inclusive schools, NCSL. Available at http://dera.ioe.ac.uk/7056/
Booth, T. and Ainscow, M. (2002) Index for Inclusion: developing learningand participation in
schools, CSIE. Available at http://www.eenet.org.uk/resources/docs/Index%20English.pdf
Clarke, A. (2012) Special educational needs in England - Statistical first release, DfE. Available at
http://dera.ioe.ac.uk/14909/
Council for Disabled Children (2013) Countdown to change: getting ready for reforms, Resources
available at http://www.councilfordisabledchildren.org.uk/media/527417/countdown-to-change-fe-final.pdf
DCSF (2009) Bullying Involving Children with Special Educational Needs and Disabilities Safe to
Learn: Embedding anti-bullying work in schools. Available at
http://webarchive.nationalarchives.gov.uk/20100405140447/http://www.teachernet.gov.uk/wholeschool/beha
viour/tacklingbullying/sendisab/
DCSF (2010) Breaking the link between special educational needs and low attainment - Everyone's
business. Available at
http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrder
ingDownload/00213-2010DOM-EN.pdf DES (2004) Pedagogy and practice: teaching and learning in
secondary schools.
Unit 4: Lesson design for inclusion http://dera.ioe.ac.uk/5667/
DfE (2014) Children and Families Act 2014 Available at
http://www.legislation.gov.uk/ukpga/2014/6/contents/enacted
DfE (2014) Special educational needs and disability code of practice: 0 to 25 years. Available at
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/342440/SEND_Code_of_Practi
ce_approved_by_Parliament_29.07.14.pdf
2. Creative Commons license: CC BY-NC-SA 4.0
+44 (0)1904 717500 enquiries@heacademy.ac.uk
Innovation Way, YorkScience Park, Heslington, York, YO10 5BR
Twitter: @HEAcademy www.heacademy.ac.uk
Higher Education Academy is a company limited by guarantee registered in England and Wales no.
04931031. Registered as a charity in England and Wales no. 1101607. Registered as a charity in
Scotland no. SC043946. The words “Higher Education Academy” and logo should not be used without
our permission. VAT registered no. GB 152 1219 50.
DfE (2011 and 2012) Various documents including SEND green paper:
https://www.gov.uk/government/publications/support-and-aspiration-a-new-approach-to-special-educational-
needs-and-disability-consultation, Training materials for teaching SEND students:
https://www.gov.uk/government/publications/teaching-pupils-with-special-educational-needs-and-disabilities-
send/training-modules-and-resources-for-teaching-send-pupils , Available at
https://www.gov.uk/topic/schools-colleges-childrens-services/special-educational-needs-disabilities
DfE (2011) Support and Aspiration: A new approach to special educational needs and disability – A
Consultation. Available at
http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/stand
ard/publicationdetail/page1/cm%208027
DfES (2001) Special Educational Needs: Code of practice (ref: DfES 0581/2001). Available at:
https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DfES%200581%202001
DfES (2001) SEN Toolkit (ref: DfES 0558 2001). Available at
https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DfES%200558%202001
DfES (2001) Guidance on Access to Education for Children and Young People with Medical Needs
(ref: DfES 0732/2001). Available at:
http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrder
ingDownload/DFES-0732-2001.pdf
Ekins, A. (2012) The Changing Face of Special Educational Needs: impact and implications for
SENCOs and their schools, Routledge.
Ellis, S. Tod, J., and Graham-Matheson, L. (2008) Special Educational Needs and Inclusion:
Reflection and Renewal, NASUWT. Available at
http://www.nasuwt.org.uk/consum/groups/public/@journalist/documents/nas_download/nasuwt_009079.pdf
Florian, L. (2012) The Inclusive Practice Project: Key lessons for teacher education (PowerPoint
presentation on the TEAN Teacher Educators’ Storehouse). Link available at
http://www.cumbria.ac.uk/Courses/SubjectAreas/Education/Research/TEAN/TeacherEducatorsStorehouse/Arc
hive/SpecialEducationalNeedsChangingPerspectives.aspx
Garner, P. (2013) Knowing Me, Knowing Them, Knowing How: promoting inclusions in Teacher
Education (PowerPoint presentation on the TEAN Teacher Educators’ Storehouse). Link available at
http://www.cumbria.ac.uk/Courses/SubjectAreas/Education/Research/TEAN/TeacherEducatorsStorehouse/Coll
aborativeWorking/Home.aspx
General Teaching Council for England (2004) Research for Teachers - Effective strategies for pupils
with EBD, GTCE.
General Teaching Council for England (2007) Research for Teachers - Special educational needs and
inclusion, GTCE.
Jisc TechDis site available at https://www.jisc.ac.uk/guides?f[0]=field_project_topics%3A569 JISC
TechDis is a UK advisory service on technologies for inclusion. Despite an audience predominantly of
FE and HE, there are useful resources and advice for all phases. List of free software -
https://www.jisc.ac.uk/guides/using-assistive-and-accessible-technology-in-teaching-and-learning/free-and-
open-source-software
Lamb, B., (2009) Lamb Inquiry: special educational needs and parental confidence, DCSF. Available
at http://dera.ioe.ac.uk/9042/
Law J, Plunkett C (2009) The interaction between behaviour and speech and language difficulties:
does intervention for one affect outcomes in the other? Technical report. Evidence in Education
Library London: EPPI-Centre, Institute of Education, University of London. Review available at
http://www.ttrb3.org.uk/?p=752 Publication available at
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=2461&language=en-US
MESH guides (2014) Available at http://www.meshguides.org/category/special-needs-2/
3. Creative Commons license: CC BY-NC-SA 4.0
+44 (0)1904 717500 enquiries@heacademy.ac.uk
Innovation Way, YorkScience Park, Heslington, York, YO10 5BR
Twitter: @HEAcademy www.heacademy.ac.uk
Higher Education Academy is a company limited by guarantee registered in England and Wales no.
04931031. Registered as a charity in England and Wales no. 1101607. Registered as a charity in
Scotland no. SC043946. The words “Higher Education Academy” and logo should not be used without
our permission. VAT registered no. GB 152 1219 50.
Naldic (2009) EAL and SEN - professional development resources for teacher educators. Available at
http://www.naldic.org.uk/eal-initial-teacher-education/ite-programmes/eal-sen
Nasen is an organisation in the UK which aims to promote the education, training, advancement
and development of all those with special and additional support needs. Nasen website:
http://www.nasen.org.uk/
Ofsted (2006) Inclusion: does it matter where children are taught? Available at
http://www.ttrb3.org.uk/inclusion-does-it-matter-where-pupils-are-taught-an-ofsted-report-on-the-provision-
and-outcomes-in-different-settings-for-pupils-with-learning-difficulties-and-disabilities/
Ofsted (2008) Special educational needs and disability - Towards inclusive schools. Available at
https://www.google.co.uk/search?q=Ofsted+%282008%29+Special+educational+needs+and+disability+-
+Towards+inclusive+schools,+HMI-2535&ie=utf-8&oe=utf-8&gws_rd=cr&ei=9pPNVvbXNoH3UK-ojKAM
(This search takes you to the download of the Word document)
Ofsted (2009) Twelve outstanding special schools – excelling through inclusion. Available at
http://dera.ioe.ac.uk/11217/
Ofsted (2010) The special educational needs and disability review. Available at
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/413814/Special_education_ne
eds_and_disability_review.pdf
Ofsted (2010) A statement is not enough. Available at http://dera.ioe.ac.uk/1145/
Ofsted (2012) No place for bullying. Available at
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/413234/No_place_for_bullying
.pdf
TDA (2007) Inclusion - Training module on inclusion for teaching support staff. Available at
http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/prim_induction_inclusion.pdf
TDA (2009) Special educational needs and/or disabilities training toolkit: PGCE courses - statutory
requirements: PGCE session 1. Available at http://dera.ioe.ac.uk/13762/
TDA (2009) Special educational needs and/or disabilities training toolkit: PGCE courses - statutory
requirements: PGCE session 2 Available at http://dera.ioe.ac.uk/13763/
[There are video clips to support the two resources above which are currently not available).
TDA (2010) Advanced training materials for autism; dyslexia; speech, language and communication;
emotional, social and behavioural difficulties; moderate learning difficulties. Available at
http://www.education.gov.uk/lamb/(Resources created following Lamb Inquiry (2009))
TDA (2010) Training materials for teachers of learners with severe, profound and complex learning
difficulties. Available at http://www.complexneeds.org.uk/
(Resources created following Salt Review (DCSF 2010).
Teachers TV (archived) (2009) The Teachers TV ITE Lectures: Inclusive Physical Education.
Available at http://archive.teachfind.com/ttv/www.teachers.tv/videos/inclusive-physical-education.html
Teachers TV (archived) (2009) The Teachers TV ITE Lectures: Excellence and equity. Available at
http://archive.teachfind.com/ttv/www.teachers.tv/videos/excellence-and-equity-university-of-manchester.html
The Communication Trust - http://www.thecommunicationtrust.org.uk/
The Special Educational Needs and Disability Act (2001) Available at:
http://www.legislation.gov.uk/ukpga/2001/10/contents
UNESCO (1994) The Salamanca Statement and Framework for Action on Special Needs Education.
Paris: UNESCO. Available at http://www.unesco.org/education/pdf/SALAMA_E.PDF
Welsh Assembly Government (2011) Respecting others: Bullying around special educational needs
and disabilities. Available at
http://gov.wales/topics/educationandskills/publications/circulars/antibullying/?lang=en
4. Creative Commons license: CC BY-NC-SA 4.0
+44 (0)1904 717500 enquiries@heacademy.ac.uk
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Higher Education Academy is a company limited by guarantee registered in England and Wales no.
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Scotland no. SC043946. The words “Higher Education Academy” and logo should not be used without
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Autism including Aspergers syndrome
Apps for Students with Autism Spectrum Disorders developed by Mark Coppin October 2012
http://www.autismhandbook.org/images/4/4c/Appwheel.pdf
Higher Education Funding Council for Wales (HEFCW), (2011) Autistic spectrum disorders: A guide
for practitioners working in pre-school / primary / special school settings in Wales. Available at
http://dera.ioe.ac.uk/1892/
National Autistic Society http://www.autism.org.uk/
The society has produced these resources:
Educational professionals in schools: http://www.autism.org.uk/professionals/training-
consultancy/education-training.aspx
Autism spectrum disorders: A resource pack for school staff
http://www.autism.org.uk/professionals/teachers/in-your-school/pack.aspx
Dyslexia
BBC news item (2013) - E-readers 'more effective' for some dyslexic readers. Available at
http://www.bbc.co.uk/news/health-24144078
British Dyslexia Association - http://www.bdadyslexia.org.uk/
DCSF (2009) Teaching Children and Young People with Dyslexia and Literacy Difficulties: An
independent report from Sir Jim Rose for the Secretary of State for Children, Schools and Families.
Available at
http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrder
ingDownload/00659-2009DOM-EN.pdf
Dyslexia Scotland (2012) Addressing Dyslexia toolkit. Available at http://www.addressingdyslexia.org/
General Teaching Council for England (2008) Research for Teachers -Strategies for supporting
dyslexic pupils, GTCE.
Dyspraxia
The Dyspraxia Foundation classroom guidelines: http://www.dyspraxiafoundation.org.uk/dyspraxia-
children/classroom-guidelines-schools-teachers/
Gifted and Talented
Bailey R, Pearce G, Winstanley C, Sutherland M, Smith C, Stack N, Dickenson M (2008) A systematic
review of interventions aimed at improving the educational achievement of pupils identified as gifted
and talented. Technical report. In: Research Evidence in Education Library. London: EPPI. Available
at http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=2402
DfES (2007) Gifted and talented education: guidance on preventing underachievement: a focus on
dual or multiple exceptionality (dme). Available at http://dera.ioe.ac.uk/7070/
DCSF documents on Gifted and Talented - Guidance and toolkits are available on the Educational
Evidence Portal (eep) at
http://www.eep.ac.uk/dnn2/ResourceArea/GiftedandTalented/Guidanceandtoolkits/tabid/148/Default.aspx
Ofsted (2013) The most able students: examining failure to achieve. Available at
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/405518/The_most_able_stude
nts.pdf
5. Creative Commons license: CC BY-NC-SA 4.0
+44 (0)1904 717500 enquiries@heacademy.ac.uk
Innovation Way, YorkScience Park, Heslington, York, YO10 5BR
Twitter: @HEAcademy www.heacademy.ac.uk
Higher Education Academy is a company limited by guarantee registered in England and Wales no.
04931031. Registered as a charity in England and Wales no. 1101607. Registered as a charity in
Scotland no. SC043946. The words “Higher Education Academy” and logo should not be used without
our permission. VAT registered no. GB 152 1219 50.
Ofsted (2015) The most able pupils – an update on progress since June 2013. Available at
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/408909/The_most_able_stude
nts_an_update_on_progress_since_June_2013.pdf
Veronikas, S. and Shaughnessy, M.F. (2004) ‘Self-theories and lessons for giftedness: a reflective
conversation with Carol Dweck‘, Gifted Education International, 19, 27 – 33, Available at:
http://gei.sagepub.com/content/19/1/27.abstract
The National Association for Able Children in Education (NACE) http://www.nace.co.uk/
The National Association for Gifted Children http://www.potentialplusuk.org/