Cognition and learning (ordinarily available)
Strategies for difficulties learning despite appropriate differentiation and more.
In addition to the quality first teaching expectations outlined in Section 1, additional provision and interventions maybe required. Examples of presenting needs and suggested strategies are given below as a starting point for your planning and classroom practice. For more specialist advice, please see the cognition and learning section of the SEND Toolkit.
A PDF of the ‘ordinarily available inclusive practice’ guide can be downloaded from the main Ordinarily Available Inclusive Practice (OAIP) page. For more specialist advice, please see the communication and interaction section of the SEND Toolkit.
Child or young person's identified barriers or needs:
Inadequate progress despite appropriate differentiation, working below age related expectations
Examples of strategies and provision that could be used to support.
Uneven profile and difficulties across the curriculum but with some areas of strength
Examples of strategies and provision that could be used to support.
Specific learning difficulties affecting one or more specific areas of learning
Examples of strategies and provision that could be used to support specific learning difficulties such as literacy, numeracy, memory, co-ordination difficulties or specific language impairment.