We live in a neurodiverse world in which we all communicate, process information and see the world differently. Each year, thousands of learners with special educational needs and disabilities (SEND) use our resources and take our assessments. Many of these learners may experience multiple SEND-related barriers, alongside speaking English as a foreign or second language.
Considering the needs of SEND learners during the design stage
When designing and developing syllabuses, assessments, and teaching and learning materials, we make sure they are as accessible as possible to all learners. We focus on identifying and then minimising potential accessibility barriers during the development process.
Some learners with SEND can be disadvantaged by the way teaching and learning materials or an assessment are designed. This can prevent them understanding the content and from demonstrating their true knowledge, skills and understanding. Examples include learners with:
- a hearing impairment, who may have difficulties processing language
- a visual impairment, who may need to spend lots of time interpreting an image
- dyslexia, who may struggle with the way text is formatted
- autism, who may take the literal meaning of a word or phrase
- attention deficit hyperactivity disorder (ADHD), who may be distracted by an unnecessary image in a task.
Careful content design minimises the potential accessibility barriers faced by learners with SEND. This makes sure that learners with SEND have equality of opportunity when they use our resources and take our assessments.
In our Enrichment Professional Development course The inclusive classroom, teachers can learn how to shape their teaching to help all learners achieve their full potential.