ABSTRACT
In early years settings and schools, good practice for children who experience SEND will almost invariably mean good practice for all children. To comply with statutory guidance in the SEND Code of Practice in England, early years settings and schools: must have arrangements in place to support children with SEN or disabilities. This chapter provides a broad overview of some of the tools practitioners can utilise in support of children with SEND. Differentiation and inclusion is all about how the need to support a child's learning takes into account the child's learning strengths and prior achievements as well as the needs of the curriculum and what should be taught. Many areas of the curriculum lend themselves to devising targets that are Specific, Measurable, Achievable, Realistic, and Time-related (SMART) where measurement of progress can be achieved through changes in behaviour or progress in new learning.
