Special Needs - in mainstream schools
Design and technology provides particular opportunities for:
Planning within D&T
Effective planning takes account of the different abilities and interests of each pupil and should enable all of them to progress and demonstrate their achievements. The most effective way to secure success is to think positively and create learning opportunities appropriate to each pupil needs rather than concentrating on identifying difficulties.
Your role as a D&T teacher
Individual Education Plans (IEPs) should specify how the curriculum will be adapted to take account of the particular learning difficulty. Adaptations might include:
Exemplars in the resource vault show how units can be adapted to change the type of task or give special support and modified resources.
Considering special educational needs involves teachers in:
Further information about gifted and talented pupils - including their characteristics in D&T and how tasks can be adapted - is available on the National Curriculum Gifted and Talented website.
Support for pupils with English as an Additional Language
DfES (2002) Access and engagement in Design and Technology: Teaching pupils for whom English is an additional language London: DFES , 0658/2002.
QCDA advice on new arrivals, including refugees and asylum seekers
The Qualifications and Curriculum Development Agency (QCDA) collected examples of pupils' work to demonstrate achievement at a range of levels in the foundation subjects on behalf of the DFE.
The materials, which include video clips show exemplar evidence of pupil achievement at each level including the newly published levels 1 and 2 and give guidance on student progression and assessment practice.
The materials can be viewed on the National Curriculum web page