Blog Post

Adaptive Teaching: Empowering SEN Students for Success 

Adaptive teaching is a pedagogical approach that tailors educational experiences to meet the diverse needs of all students, particularly those with Special Educational Needs (SEN). By anticipating and responding to individual learning requirements, adaptive teaching can support an inclusive environment where every pupil can thrive. 

Unlike traditional differentiation, which often involves creating separate tasks for different ability groups, adaptive teaching emphasises flexibility within the classroom. Teachers modify their strategies to ensure all students work towards the same learning objectives, providing support as needed without lowering expectations. This approach promotes a growth mindset and prevents the capping of potential.  

Adaptive teaching offers many benefits, particularly to those with SEN. These include: 

Enhanced Engagement and Participation: Adaptive teaching strategies, such as scaffolding and the use of visual aids, make learning more accessible and engaging for all, but particularly SEN students. This inclusivity encourages active participation and reduces feelings of isolation or shame. 

Improved Academic Outcomes: By providing tailored support, adaptive teaching helps close attainment gaps, enabling SEN students to achieve their full academic potential. This approach ensures that no pupil is left behind.  

Development of Social Skills: Inclusive classrooms that employ adaptive teaching support the building of improved social interactions among students. SEN pupils benefit from collaborative learning opportunities, incidentally enhancing their communication skills and building peer relationships. 

Cultivation of Independence: Adaptive teaching encourages self-directed learning, empowering SEN students to take ownership of their education. This autonomy builds confidence and prepares them for future challenges. 

To successfully integrate adaptive teaching, you will need to look at: 

Assessing Individual Needs: Regularly evaluate each student’s strengths and areas for development to inform instructional planning. 

Flexible Lesson Planning: Design lessons that can be easily adjusted based on student responses and understanding. 

Collaboration: Engage with teaching assistants, specialists, and parents to create a fully inclusive support system for SEN students. 

Ongoing Professional Development: Attend workshops and training sessions to stay informed about effective adaptive teaching practices. 

Embracing adaptive teaching not only enhances the educational experience for SEN students but also enriches the classroom dynamic as a whole. By committing to this approach, you can ensure that all pupils have the opportunity to succeed. 

At the upcoming SEND Leadership Conference on 4th March 2025, Beccie Hawes, CEO and Head of Service for Cadmus Inclusive, will deliver a keynote titled “Adaptive Teaching for Pupils with SEN: What is it and How Do You Do It?” With extensive experience across mainstream and specialist settings, Beccie will provide practical strategies for implementing adaptive teaching in schools. Her session will equip delegates with tools to create supportive and effective learning environments for SEN pupils. 

Unveiling the Numbers: Tackling Maths Anxiety in Education

11/10/2023

Mathematics, often considered as the universal language, has unfortunately become a source of anxiety for many individuals, especially among the younger generation. Recent studies reveal startling statistics, shedding light on the prevalence of maths anxiety and its impact on both students and parents. 

In Britain, it’s disheartening to learn that 1 in 10 children aged 8-13 struggle with math anxiety. The very subject that should empower young minds becomes a source of stress for a significant portion of our future leaders. 

Parents, often considered the primary support system for their children’s education, are not exempt from the grip of maths anxiety. A surprising 1 in 3 parents feel unequipped to teach basic maths without relying on calculators. Even everyday tasks, such as splitting a bill, pose a challenge for around 40% of parents.  

Delving deeper into parental fears, 1 in 6 parents admit to harbouring a genuine fear of numbers, clinically known as arithmophobia. This fear can inadvertently pass down to their children, perpetuating a cycle of maths anxiety through generations. 

The educational journey doesn’t necessarily alleviate this anxiety. Shockingly, 26% of graduate students lack basic numerical skills essential for daily life and work. The education system, it seems, has yet to bridge the gap between theoretical knowledge and practical application.  

As we focus back on a younger demographic, 36% of 15-24 year olds in the UK confess to feeling anxious about maths. This trend suggests that the issue persists into higher education and the workforce, potentially hindering career prospects and overall well-being. 

The gender disparity in maths anxiety is also noteworthy. The data suggests women are more than twice as likely to experience anxiety about numeracy than their male counterparts. This highlights a gendered aspect to maths education that continues to demand attention and reform. 

Addressing maths anxiety requires a collective effort from educators, parents, and policymakers. By fostering a positive and supportive math learning environment, we can empower future generations to embrace the beauty and importance of mathematics without the burden of anxiety. 

In conclusion, these statistics serve as a wake-up call for educators and parents alike. We need to continue to reevaluate how we approach maths education, ensuring that it not only imparts knowledge but is also rooted in building confidence and a love for problem-solving in the minds of our young people. 

(Stats taken from National Numeracy)