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Science for
Secondary-aged
Pupils with
Special
Educational
Needs/and or
Disability
(SEND)
CPD unit for science
departments in mainstream
schools

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Aim of the session

The aim of this session is to explore
ways in which policy and practices
in Science can be developed in
relation to SEND students.
It supports the use of CLEAPSS
publication G077 Science for
Secondary-aged Pupils with Special
Educational Needs and/or Disability
(SEND), revised 2012.

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Objectives:
To identify implications for
changed practice in the team
To consider the needs of SEND
students in mainstream
classrooms
To become more familiar with
CLEAPSS publication G077

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Structure: key questions

addressed
What is meant by SEND?
What are the obligations and
expectations upon teachers?
What particular challenges are
present in science?
What support and guidance is
available?
What are the implications for future
action?

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Introduction
.. all teaching staff are
responsible for the provision for, and
progress of, young people with SEN
and/or disabilities. This has marked a
shift away from the medical model
of disability .. to one of inclusion
which focuses on removing barriers
to learning and raising expectations
and achievement. G077 Preface

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Categories of need
recognised in the Code of
Practice

Think about students currently studying

science in the school or college who
have a recognised need or disability and
identify various categories:
Cognition and learning needs
Behavioural, emotional and social needs
Communication and interaction needs
Sensory and physical difficulties
Hypersensitivity to chemicals

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What are the obligations

and expectations upon
teachers?
The review A statement is not
enough, (Ofsted 2010), identifies that
children and young people with SEND
make good progress when there is good
teaching and learning, close tracking,
and rigorous monitoring of progress
with intervention quickly put in place
and monitored for impact. G077
Activity: look at the quotes and decide
how you might respond.

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What particular challenges

are present in science?
Teachers from different subjects can
usefully collaborate to share effective
strategies; the particular challenges
presented by science are often related to
practical activities.
Question: what experiences have
members of the team had in the redesign
of practical activities to make them more
accessible?
Activity: Try one or more of the activities;
be prepared to share the feelings you
experienced whilst attempting the activity.

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. lesson plans should

utilise the three circles of
inclusion

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Sources of help and

advice
There are many sources of help and
advice; the SENCo is central to coordinating external support, views of
parents, and other professionals, and
should be consulted in the first
instance.
It is also important to find out the views
of the student. They will tell you their
strengths as learners, what they find
difficult as well as strategies they may
have learned to overcome barriers.

CLEAPSS publication G077 Science for

Secondary-aged Pupils with Special
Educational Needs/and or Disability
(SEND)

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This publication was revised in 2012 to

respond to changes in legislation, codes of
practice and effective practice.
It is intended to provide teachers with
guidance in the identification of effective
teaching strategies.
Sections cover:
Sources of help in the education of pupils with
SEND
Teaching science to pupils with SEND
Guidance on specific needs
Managing the teaching of pupils with SEND
Adapting existing accommodation for science
Requirements for teaching pupils with SEND

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Sample guidance: 6.1 Pupils with

speech, language and
communication needs.
The first part explains what the term
means, why the condition may arise and
the implications for the student.
The second part indicates characteristics
that such children may display, e.g. may
not volunteer to answer questions.
The third part suggests some strategies
that teachers may deploy, e.g. What,
where and who questions are easier to
answer than how or why questions and
can be used to enable your student to
succeed in front of their peers.

Activity: Making effective

provision

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Look at the sample lesson plan

on Activity Sheet 3.
Decide how you might need to
modify the plan to ensure access
for the three students identified.
Be prepared to share your ideas.

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What are the implications

for future action?
What would help develop the
quality of the provision for SEND
students? Consider students
currently studying science.
Discuss ideas and identify
future actions for the team.
Agree actions, outcomes,
responsibilities and timescales.

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Objectives:
To identify implications for
changed practice in the team
To consider the needs of SEND
students in mainstream
classrooms
To become more familiar with
CLEAPSS publication G077