SEND Learning Strategies Knowledge Base

Dual-coded scaffolds for lesson phases, reducing language ambiguity and memory load.

Reduce verbal complexity while preserving curriculum challenge.

Preview, rehearse, and revisit key vocabulary to unlock curriculum participation.

Model expert thinking and gradually release responsibility.

Break larger tasks into visible stages with feedback loops.

External planning structure for start, sustain, and finish phases.

Graded response routes that maintain standards while reducing threat.

In-lesson regulation supports that preserve learning continuity.

Plan environmental and pacing adjustments to maintain access.

Phased return and curriculum bridge after absence or disruption.

Explicit rehearsal of interaction scripts for high-load communication moments.

Systematic retrieval design to stabilise knowledge for memory-vulnerable learners.

Sequence lesson demand around predictable regulation checkpoints.

Use assistive methods to secure equivalent curriculum access and expression.

Unify behaviour, attendance, and learning responses for contextual complexity.

Make task language predictable so students start the right work, first time.

Scaffold academic language so thinking can be expressed clearly in speech and writing.

Teach independent help-seeking so students can get unstuck without losing learning time.

Make reading a predictable process so text is not a hidden barrier to learning.

Turn feedback into immediate improvement, not a comment students ignore.

Keep practice short, clear, and cumulative so knowledge becomes durable, especially for memory-vulnerable learners.

A targeted, systematic approach to reading and spelling for students with dyslexia.

A consistent method for accessing curriculum texts when decoding is the main barrier.

Targeted teaching to strengthen number size, place value, and part-whole understanding.

Change recording route when coordination and motor planning are barriers to demonstrating learning.

Consistent staff routines to ensure spoken instruction and discussion are accessible.

Reliable access to diagrams, text, and visual models without reducing curriculum challenge.

Preserve demonstration of learning when tics disrupt reading, writing, or sustained concentration.

Keep talk-based learning and assessment accessible without reducing challenge.

Selective mutism is anxiety-based; use staged safe routes so understanding can be demonstrated consistently.

Bridge language intervention and classroom learning through vocabulary depth, sentence building, and explanation structure.

Support learning when attendance, stamina, movement, or pain creates barriers.