Mark Loveday is joined again by Arran Smith to discuss the crucial role of assistive technology such as apps, software and tools to support children. They discuss technology enabling children to break down barriers and be part of a more inclusive environment.  Arran questions why assistive technology was rolled out to children during the pandemic to improve their learning but then rolled back following the end of lockdown. They also talk about free or low-cost resources that could be useful for teachers and parents to consider for their children.  Mark and Arran discuss how to repurpose technology for multiple uses to suit school budgets better, as well as valuing teachers with better resources. They also talk about why a skill like typing isn't taught, but writing is, highlighting the need to prepare children for adulthood in the modern world, where technology is so prevalent.  📌 To shop for resources relevant to this podcast conversation, click here.     Listened and loved it? Sign-up here for exclusive follow-up content and be the first to hear about new episodes.   (The views expressed throughout this podcast are the speakers' own, and TTS does not take responsibility for the views and guidance highlighted as part of this recording.)   Please note: When referencing the speakers views, theory and work for development of your own materials, please ensure academic reference of the speaker is cited.

Mark Loveday is joined by Arran Smith to discuss specific learning challenges (SPLDs) and the associated diagnostic labels, focussing on how to better support pupils.  In this episode, Arran explains how multi-sensory structured teaching supports processing information and aiding learning, as well as the importance of early diagnosis.  Practitioners can learn more about whole-brain learning and not just focussing about book work, but a broader learning delivery to support all pupils. Arran and Mark also talk about the Assess, Plan, Do, Review (APDR) cycle, as well as the importance of connecting broader ideas together to help deliver quality education in the classroom.   📌 To shop for resources relevant to this podcast conversation, click here.     Listened and loved it? Sign-up here for exclusive follow-up content and be the first to hear about new episodes.   (The views expressed throughout this podcast are the speakers' own, and TTS does not take responsibility for the views and guidance highlighted as part of this recording.)   Please note: When referencing the speakers views, theory and work for development of your own materials, please ensure academic reference of the speaker is cited.

Mark Loveday is joined by Dale Pickles for a final episode, to focus on understanding and supporting neurodiverse learners. The episode highlights the importance of emotional regulation and working memory, as well as multisensory learning and engagement.  Practitioners will learn top tips for supporting neurodiverse pupils, by being more aware of the importance of focus in pupils and supporting emotions. Dale also touches on the importance of teachers being explicit when communicating, so tasks can be interpreted clearly by pupils, as well as having a clutter-free environment to ensure there are fewer distractions.  Dale shares insights into XXX  📌 To shop for resources relevant to this podcast conversation, click here.     Listened and loved it? Sign-up here for exclusive follow-up content and be the first to hear about new episodes.   (The views expressed throughout this podcast are the speakers' own, and TTS does not take responsibility for the views and guidance highlighted as part of this recording.) 

In this episode, host Mark Loveday is joined by Dale Pickles to help practitioners understand hyperactivity and impulsivity. Dale also discusses Inattention in ADHD and the classroom implications associated with this.  Mark and Dale discuss the co-occurrence of ADHD with other conditions, before rounding off the conversation on how to support pupils with ADHD in their learning setting.  📌 To shop for resources relevant to this podcast conversation, click here.     Listened and loved it? Sign-up here for exclusive follow-up content and be the first to hear about new episodes.   (The views expressed throughout this podcast are the speakers' own, and TTS does not take responsibility for the views and guidance highlighted as part of this recording.)   Please note: When referencing the speakers views, theory and work for development of your own materials, please ensure academic reference of the speaker is cited.

Mark Loveday is joined again by Dale Pickles to discuss executive functioning. Dale highlights the challenges with executive functioning in education and explains how practitioners can understand it better.  Dale and Mark talk about task management and planning, self-regulation and co-regulation, before concluding on Dale’s own framework for supporting executive functioning.  📌 To shop for resources relevant to this podcast conversation, click here.     Listened and loved it? Sign-up here for exclusive follow-up content and be the first to hear about new episodes.   (The views expressed throughout this podcast are the speakers' own, and TTS does not take responsibility for the views and guidance highlighted as part of this recording.)   Please note: When referencing the speakers views, theory and work for development of your own materials, please ensure academic reference of the speaker is cited.

Mark Loveday is joined by Dale Pickles, Managing Director of B Squared – assessment software for pupil tracking, evidence of learning and SEND CPD training – and host of the SENDcast podcast.   In this episode, Dale explains the terminology and differences between ADD and ADHD, inattentiveness in the classroom, misdiagnosis and overlooked needs.  Practitioners can learn more about the impact of neurodiversity on learning experiences, as well as gender differences in ADHD and autism diagnosis. This episode ultimately encourages practitioners to discover the importance of early diagnosis and understanding neurodiversity in greater detail.  📌 To shop for resources relevant to this podcast conversation, click here.     Listened and loved it? Sign-up here for exclusive follow-up content and be the first to hear about new episodes.   (The views expressed throughout this podcast are the speakers' own, and TTS does not take responsibility for the views and guidance highlighted as part of this recording.)   Please note: When referencing the speakers views, theory and work for development of your own materials, please ensure academic reference of the speaker is cited. 

Ruth Lue-Quee is joined for a final episode in this series by Professor David Daley, to discuss reinforcing positive behaviour in Early Years Settings. David talks about the importance of labelled praise and letting the child know exactly what they have done well, so this reenforces their behaviours in the future.  Ruth and David discuss “earshotting” - giving more praise to a child by communicating good behaviours to peers and other educators in front of the child. Reward charts and how best to implement them are discussed, as well as the evolution of this tool into everyday adult life.  Practitioners will learn that reinforcement techniques and rewards shouldn’t be feared, and how neuroscience has shown that young people can become self-motivated to do more by themselves with the support of praise and reward.  📌 To shop for resources relevant to this podcast conversation, click here.     Listened and loved it? Sign-up here for exclusive follow-up content and be the first to hear about new episodes.   (The views expressed throughout this podcast are the speakers' own, and TTS does not take responsibility for the views and guidance highlighted as part of this recording.)   Please note: When referencing the speakers views, theory and work for development of your own materials, please ensure academic reference of the speaker is cited.

In this episode, host Ruth Lue-Quee is joined by Professor David Daley to discuss supporting a child’s behaviour before escalation arises, and investing time to put processes in place that will support self-regulation.  The discussion can help practitioners understand how to best calm down a child whose behaviour may be escalating, and David emphasises the importance of being prepared and acting quickly. Calm down spots, designated calming kit trays and communication methods are mentioned as options to help support behaviour.  📌 To shop for resources relevant to this podcast conversation, click here.     Listened and loved it? Sign-up here for exclusive follow-up content and be the first to hear about new episodes.   (The views expressed throughout this podcast are the speakers' own, and TTS does not take responsibility for the views and guidance highlighted as part of this recording.)   Please note: When referencing the speakers views, theory and work for development of your own materials, please ensure academic reference of the speaker is cited.

Ruth Lue-Quee is joined again by Professor David Daley, to discuss proactive behaviour strategies in Early Years Settings.   David talks about the importance of creating predictable environments for learning and shares tips for how to help SEN children be comfortable with timings and their environment.  Practitioners will learn about individual strategies for supporting behaviour and supporting SEN children’s need to move around to focus better, as well as how to give them permission to regulate their own concentration.  📌 To shop for resources relevant to this podcast conversation, click here.     Listened and loved it? Sign-up here for exclusive follow-up content and be the first to hear about new episodes.   (The views expressed throughout this podcast are the speakers' own, and TTS does not take responsibility for the views and guidance highlighted as part of this recording.)   Please note: When referencing the speakers views, theory and work for development of your own materials, please ensure academic reference of the speaker is cited. 

Ruth Lue-Quee is joined by Professor David Daley, a trained psychologist and Head of Applied Psychological Practice at Nottingham Trent University, to discuss understanding different behaviours in learning.   In this first episode, David shares valuable insights for practitioners working with children with SEN, discussing how a child’s behaviour can be affected by their surroundings – both visually and to touch.  This episode ultimately encourages practitioners to consider their learning environments and being curious to spot patterns that will help support children, citing the ABC model of behaviour to focus on antecedent, behaviour, and consequence.  📌 To shop for resources relevant to this podcast conversation, click here.     Listened and loved it? Sign-up here for exclusive follow-up content and be the first to hear about new episodes.   (The views expressed throughout this podcast are the speakers' own, and TTS does not take responsibility for the views and guidance highlighted as part of this recording.)   Please note: When referencing the speakers views, theory and work for development of your own materials, please ensure academic reference of the speaker is cited.