Reasonable adjustment – SEND

“Central to this debate (what inclusive education looks like) should be the rights of the child as a learner. How do we design learning environments and learning activities that will ensure that each child is an active participant in the learning process and not a bystander, a peripheral participant, watching the activity of others? How can we support families, teachers and professionals to include those learners in all aspects of the curriculum to achieve this goal?”

Barry Carpenter, Enabling Access

We believe that the CUSP curriculum architecture, that is built around retrieval practice and spaced retrieval practice, combined with evidence led teaching and generative learning tasks that are appropriately scaffolded are essential components in answering Barry’s question.

Support staff play a vital role in universal quality first teaching.

The principles of instruction, vocabulary teaching and generative learning tasks are universal in a school. All staff should be using and deploying these research-facing strategies.