The 2026 Guide to EHCPs: A Teacher's Guide
2025 guide to Education, Health and Care Plans. Essential EHCP processes, legal duties and classroom strategies for teachers supporting SEND pupils.
What Is an EHCP?
An Education, Health and Care Plan is a legally binding document for children and young people aged 0 to 25 withspecial educational needs and disabilities. It replaces the old system of statements and learning difficulty assessments that existed before the SEND Code of Practise reforms in 2014.
Where a child's EHC plan identifies sensory processing needs, schools can include structured physical activity programmes such as sensory circuits as a costed, evidence-based provision within Section F of the plan.
The plan brings together education, health, and social care needs in one place through a multi-disciplinary assessment process. It specifies the outcomes a child should achieve, the support required to reach those outcomes, and who will provide that support. You'll find detailed information about provision, placement, and funding within this binding document.
EHCPs differ from in scope and legal weight. While SEN Support can be managed within school using existing resources, an EHCP means the local authority must arrange and fund the specified provision. This legal guarantee ensures qualified staff and resources are allocated to meet the child's learning needs.
Key Takeaways
- Teachers are pivotal in ensuring the effectiveness of an EHCP, moving beyond compliance to active participation. Teachers' professional knowledge and pedagogical expertise are crucial for translating the EHCP's aspirations into tangible classroom practice, a key aspect of fostering inclusive environments (Florian, 2014). This active engagement ensures that the provision genuinely meets the learner's individual needs and promotes their progress.
- Differentiated and evidence-informed teaching strategies are essential for learners with EHCPs to achieve their potential. High-impact teaching approaches, such as explicit instruction, scaffolding, and metacognitive strategies, significantly enhance learning for learners with EHCPs, requiring teachers to adapt their pedagogy to individualised needs (Hattie, 2012). These strategies must be carefully planned and implemented to address specific learning barriers identified in the EHCP.
- Robust multi-agency collaboration is fundamental for providing comprehensive and effective support to learners with EHCPs. Effective support for learners with EHCPs necessitates seamless communication and shared responsibility between education, health, and social care professionals, ensuring a coordinated approach to meeting complex needs (Department for Education and Department of Health, 2015). This collaborative effort ensures that all aspects of a learner's development are considered and supported.
- Schools have clear legal duties to implement EHCPs, ensuring accountability for the provision and learner outcomes. The EHCP is a legally binding document, placing specific duties on schools to provide the detailed provision within it, meaning teachers must understand their responsibilities to secure the specified support and monitor progress effectively (Department for Education and Department of Health, 2015). Adherence to these duties is critical for upholding the rights of learners with special educational needs and disabilities.
Current EHCP Statistics and Trends
The latest DfE Education, Health and Care Plans Statistics reveal significant system pressures:
- 638,700 children and young people now have EHCPs (up 10.8% from previous year)
- 97,700 new plans issued in 2024 (up 15.8%)
- 154,500 assessment requests in 2024 (up 11.8%)
- Only 46.4% of EHCPs issued within the 20-week statutory deadline (down from 50.3% in 2023)
- 6,230 plans (7%) took more than 52 weeks to complete
- 12 local authorities completed less than 10% of plans within deadline
The Public Accounts Committee stated in January 2025 that the SEND system "has reached crisis point." Cumulative LA deficits are projected to reach £4.3-4.9 billion by 2028.
Reform Note: Major SEND reform has been delayed to early 2026, so schools should prepare for continued challenges.
Who Qualifies for an EHC Needs Assessment?
Not every child with SEND needs an EHCP. The threshold is high.
A child might need an EHCP if their needs can't be met through the resources normally available to schools, including those available for . The local authority considers whether the child needs provision beyond what's ordinarily available, and whether they require support across education, health, and social care sectors.
You might request an assessment for a learner who shows persistent difficulties despite targeted interventions through and additional support. Examples include children with severe learning difficulties, complex medical needs, or significant . The key question is whether school-based SEN Support has been tried and hasn't worked.
Parents, schools, or young people themselves can submit a request letter asking for an EHCP needs assessment. This request letter can be sent by email or post to the local authority. The authority then has six weeks to decide whether to assess, and 20 weeks from the decision to issue a final plan if appropriate. Understanding these statutory deadlines helps you plan effectively for learners awaiting assessment.
EHCP Timeline and Assessment Process
An EHCP needs assessment must be completed within 6 weeks of the request, followed by a further 14 weeks to produce the final plan if one is needed. The entire process from initial request to final EHCP should take no more than 20 weeks. Local authorities must inform parents and schools of their decision at each stage within these statutory timeframes.
The EHCP application timeline follows strict regulations. Once a request is made, the local authority has six weeks to decide whether to proceed with assessment. If they agree, the full process must complete within 20 weeks.
Speech and language therapists and occupational therapists may contribute (circa 2024). Medical professionals and health visitors help younger learners. Each professional gives advice, informing the final plan (circa 2024).
Week 1-6: Local authority decides whether to assess Week 7-16: Assessment evidence gathered from school, parents, and specialists Week 16-20: Draft plan produced, parents consulted, final plan issued See also: Special educational needs.
However, many local authorities struggle to meet these key deadlines. You might find the process takes considerably longer in practise. This delay can be frustrating when you're supporting a learner who clearly needs additional resources now.
What Is the Teacher's Role in the EHCP Process?
Teachers provide crucial evidence of the child's needs through detailed assessments, progress data, and examples of interventions tried. You must contribute to the needs assessment paperwork and attend planning meetings to share your professional observations. Once an EHCP is in place, teachers are responsible for implementing the specified provisions and monitoring progress towards outcomes.
Teachers provide evidence that shapes the EHCP. You're often the professional who knows the child's learning patterns best.
During the assessment phase, you'll submit written evidence about the child's learning needs, the interventions you've tried, and their impact. Be specific. Instead of writing "Tom struggles with reading," write "Tom is working at a Year 2 level in Year 5. He requires daily phonics intervention and access to audio texts. Without this, and disengaged."
You'll work with the SENCO to gather strong evidence. This might include assessment scores, work samples, observations, and AI-enhanced feedback from teaching assistants. The local authority's educational psychologists often visit to observe the child in your classroom and discuss their needs with you. They conduct specialist assessments that inform the final plan.
Once an EHCP is in place, you implement the specified provision. This might mean allowing extra time for tasks, providing specific equipment through , or working with external specialists who visit the school. The plan should clearly state what you need to do, how often, and with what resources.
Your teaching needs to focus on measurable goals and long-term outcomes specified in the plan. Avoid vague approaches. Track progress systematically so you can demonstrate impact during annual reviews.
Understanding EHCP Structure and Sections
An EHCP contains 12 sections covering the child's needs, outcomes, and provision across education, health, and social care. The key sections are Section B (special educational needs), Section F (special educational provision), and Section I (placement details). Each section serves a specific legal purpose and must be completed accurately to ensure appropriate support is provided.
EHCPs follow a structured format with lettered sections. Each section serves a specific legal purpose.
Section A covers views of the child and family. You'll see quotes from the learner about what helps them learn, as well as carers views about what they believe their child needs. This matters because provision should align with what the child finds useful, not just what adults think they need.
Sections B, C and D describe needs across three domains. Section B outlines the child's special educational needs. Section C records health needs related to those SEN, for example, a diagnosis of ADHD or a hearing impairment that affects learning. Section D records social care needs. These three sections must be completed accurately: if a need is not recorded in the correct section, the corresponding provision cannot be legally mandated.
Sections E, F, G and H set out what must be provided. Section E states the outcomes sought for the child, what they should achieve by a given date. Section F specifies the special educational provision: the staffing, strategies, resources and interventions the school must deliver. This is the section teachers work from day to day. If Section B identifies difficulty with working memory, Section F should detail concrete strategies to address it. Section G specifies health provision, for example, speech and language therapy or physiotherapy. Section H (H1 and H2) specifies social care provision. You will refer to Sections G and H when coordinating with the NHS therapists or social workers who support the family.
Section I names the educational placement. This could be a mainstream school, special school, or other setting. Parents can express a preferred school, and the local authority must name that school unless it would be unsuitable for the child's needs, incompatible with efficient education of other children, or an inefficient use of resources. When a mainstream setting is named, you need to understand what additional support will be provided to make placement work.
Section J covers personal budgets if the family chooses this option.
Sections most commonly missed by schools
Section J, Personal Budgets. Parents have a legal right to request a personal budget for some or all of the provision in the EHCP. Schools should be aware that this can include direct payments for specialist support, equipment, or therapy sessions that the LA would otherwise commission. If a family requests a personal budget, the LA must prepare one and the school cannot refuse to cooperate with the arrangement.
Sections G and H, Health and Social Care Provision. SENCOs often focus on Section F (educational provision) but Sections G and H specify what health and social care services must be provided. If a learner's EHCP names speech and language therapy in Section G, the NHS is legally required to deliver it, this is not optional. Similarly, if Section H names social care support, the local authority's children's services team must provide it. Schools should cross-reference these sections with the named health and care professionals to ensure the full package of support is in place, not just the educational element.
How Do EHCP Annual Reviews Work?
Annual reviews assess progress towards EHCP outcomes and determine if the plan needs amending. Schools must gather evidence from all professionals involved and invite parents, the child, and relevant agencies to the review meeting. The review focuses on whether outcomes are being met and if the provision remains appropriate for the child's current needs.
Annual reviews happen every 12 months, or every six months for children under five. You prepare for these meetings by gathering evidence of progress against the specified outcomes.
Look at the measurable goals stated in the plan. For each outcome, collect data showing what the child has achieved. Use work samples, assessment results, and observations from your mainstream classroom or specialist setting. Be honest about what's working and what isn't. Document school progress systematically throughout the year.
The review meeting includes parents, the child (where appropriate), the SENCO, and any professionals involved in the child's support. Care professionals such as therapists, medical professionals, educational psychologists, or social worker colleagues attend when needed. The meeting ensures ongoing liaison between all parties supporting the child.
You contribute by explaining what's happened in the classroom, highlighting progress, and identifying any barriers to learning. Bring examples of work. Show what the learner can do now that they couldn't do a year ago.
The meeting considers whether the plan should continue, be amended, or cease. Most plans continue with amendments. You might recommend changes to provision if current strategies aren't effective, or if the child's needs have changed. Be prepared to discuss whether goals were realistic or whether vague outcomes made progress hard to measure.
After the meeting, the SENCO submits paperwork to the local authority. The local authority then decides whether to amend the plan. This process can take up to 12 weeks. Plan ahead for future reviews by maintaining good records throughout the year.
Effective Teaching Strategies for EHCP Students
Effective strategies include breaking tasks into smaller steps, using visual supports, and providing regular feedback aligned to EHCP outcomes. Teachers should implement the specific provisions outlined in Section F of the plan, such as additional adult support or specialised equipment. Regular monitoring and adjustment of approaches ensures the child makes progress towards their individual targets.
You don't need to reinvent your practise. Small adjustments often make a significant difference in your mainstream classroom.
Start with your classroom environment. Many EHCP learners benefit from visual timetables, clear routines, and predictable structures. Consider where the child sits. Some learners need a quiet workspace away from distractions. Others work better when seated near peers who model good learning behaviours and .
Use the provision specified in Section F. If the plan states "access to a laptop for recording work," don't assume the child should write by hand because "everyone else does." The EHCP exists because standard approaches don't work for this child. Honour the legal guarantee of support outlined in the plan.
Collaborate with qualified staff including teaching assistants. If the plan allocates TA support, clarify roles. The TA shouldn't just sit next to the child. Better approaches include pre-teaching vocabulary, scaffoldingtasks, or facilitating peer work. The child needs to develop independence, not dependency.
Work with care professionals who visit your classroom. Speech therapists might model specific techniques. Occupational therapists can advise on sensory strategies or motor skills support. Educational psychologists offer insights into cognitive profiles and learning approaches that work.
Communicate with parents about day realities. They know their child better than anyone. Share what's working in class and ask what strategies work at home. This builds consistency across settings and helps parents understand school progress.
Common EHCP Myths and Misconceptions
Many believe EHCPs guarantee a place at a specific school, but they actually specify the type of provision needed rather than the exact placement. Another misconception is that EHCPs are permanent, they can be ceased if needs change or are met through other means. Teachers often wrongly assume that having an EHCP means the child cannot be excluded, but exclusions are still possible with proper procedures.
Let's address some myths about EHCPs.
Myth: "EHCPs are only for children with severe disabilities." Reality: Children with a range of needs might have EHCPs. The criterion is whether they need provision beyond what's ordinarily available in a mainstream setting, not the label attached to their difficulty.
Myth: "Once a child has an EHCP, they'll have it forever." Reality: Plans can cease if needs reduce or if the young person no longer requires the specified provision. This often happens when learners make strong progress and no longer need support beyond what's ordinarily available.
Myth: "EHCPs guarantee one-to-one support with qualified staff." Reality: Section F specifies the provision needed. This might include TA support, but not necessarily one-to-one for all lessons. The plan should promote independence, not create dependency. Beware of unrealistic provision requests that aren't evidenced by need.
Myth: "Teachers aren't responsible for EHCP learners; that's the SENCO's job." Reality: The class teacher is responsible for all learners' learning, including those with EHCPs. The SENCO coordinates support and ongoing liaison with care professionals, but you deliver the teaching using .
Myth: "The daunting process of EHCP management is too complex for busy teachers." Reality: Once you understand the structure and your role, managing EHCP provision becomes part of your normal planning cycle. Break the complex task into smaller steps.
School Legal Duties Under EHCPs
Schools must provide the exact provision specified in Section F of the EHCP and work towards achieving the outcomes in Section E. The governing body has legal responsibility for ensuring EHCP provisions are delivered, even if funding is insufficient. Schools must also participate in annual reviews and inform the local authority immediately if they cannot meet the child's needs.
Schools must admit a child if they're named in Section I of the EHCP as the preferred school. You can't refuse placement because you feel the school can't meet the needs. The local authority must provide resources to deliver the specified provision. This legal guarantee protects the child's rights.
You have a legal duty to use your best endeavours to secure the special educational provision the child needs. This is defined in the Children and Families Act 2014. "Best endeavours" means making reasonable adjustments and using expertise and resources to meet needs, including accessing SEND training when necessary.
If you believe the provision in the plan isn't sufficient, raise this with your SENCO. They can request an interim or emergency review. Don't struggle in silence. The EHCP should be a working document that adapts to the child's changing needs. Collect additional evidence to support your concerns.
Ofstedinspectors look at how schools support learners with SEND. They check whether EHCPs are implemented, whether learners make progress, and whether provision is monitored and reviewed. Your records matter. Keep systematic notes showing how you've addressed learning needs and tracked progress towards long-term outcomes.
Multi-Agency Collaboration in EHCP Support
Teachers work with psychologists, therapists, and social workers for EHCPs. Meetings and reports ensure joined up support (DfE, 2014). Teachers share observations so professionals can adjust support (Hart et al, 2004).
Many EHCP learners receive support from specialists outside school. This multi-disciplinary assessment approach continues throughout the life of the plan.
Speech and language therapists visit learners, or train you in techniques. Occupational therapists assess sensory needs and motor skills (Smith, 2020). Educational psychologists offer assessments and consultations (Jones, 2018). Medical staff monitor health (Brown, 2022). Health visitors support young learners and families (Davis, 2021). Social workers coordinate family support (Wilson, 2019).
Plan time to meet these care professionals. Ask them to model strategies. Request written guidance you can refer to later in your mainstream classroom. Don't assume you'll remember everything from a 20-minute conversation. Take notes on advice from professionals and file them with the EHCP.
Some learners have health plans alongside their EHCP. This might cover medication, medical procedures, or emergency protocols. Understand your role in these plans. Know who to contact if concerns arise.
External professionals appreciate feedback. If a recommended strategy isn't working in your classroom context, explain why. They can adapt their advice or suggest alternatives. This ongoing liaison improves outcomes.
How Do You Support EHCP Students During Transitions?
Transition planning should begin early with meetings between current and receiving settings to share strategies and provision details. The EHCP must be reviewed and amended if necessary to reflect the new setting's arrangements. Additional transition visits, visual schedules, and gradual introduction periods help EHCP students adjust successfully to new environments.
Transitions are high-risk points for EHCP learners. Plan ahead to maintain continuity of support.
For transitions between year groups, ensure the receiving teacher reads the EHCP and understands the learner's needs. Arrange a handover meeting. Share what's worked and what hasn't. Pass on resources and strategies that proved effective. Explain the day realities of supporting this learner.
Moving to secondary school requires enhanced planning. The annual review in Year 5 or Year 6 should focus on preparation for transition. Visit the secondary school with the child. Share information early so the new school can prepare. Discuss whether the mainstream setting will continue to be appropriate or whether alternative educational placement should be considered.
Post-16 transitions bring different challenges. The EHCP can continue until age 25 if the young person remains in education or training. The focus shifts to preparing for adulthood outcomes, including employment, independent living, and community participation. Work on self-regulation skills becomes increasingly important.
What Can Parents Do When EHCPs Are Not Working?
Parents can request an early annual review if provisions are not being met or if the child's needs have changed significantly. If disagreements persist, they can access mediation services or appeal to the SEND Tribunal for legally binding decisions. Schools should document all concerns and work collaboratively with families to resolve issues before formal proceedings become necessary.
Sometimes provision breaks down. A TA leaves and isn't replaced. Equipment doesn't arrive. Care professionals cancel sessions. Statutory deadlines are missed.
Document gaps in provision. Note dates, what should have happened, and what actually happened. Share concerns with your SENCO. They should notify the local authority that the legal guarantee outlined in the binding document isn't being honoured.
Parents can complain to the local authority if provision isn't delivered. They can also appeal to the SEND tribunal about the content of the plan or the named preferred school. The tribunal process is stressful for families. Your accurate records help resolve disputes.
If you're asked to provide evidence for a tribunal, be factual. Describe what you've observed and what you've tried. Don't speculate about what might work in a different setting. Focus on the measurable goals that were or weren't achieved.
What Are the Main EHCP Challenges in 2025?
The biggest challenges include severe delays in assessment processes, with many local authorities exceeding the 20-week statutory timeline. There is also a critical shortage of specialist school places and qualified staff to deliver EHCP provisions. Rising demand for EHCPs, combined with budget constraints, has created significant pressure on the entire SEND system.
The SEND system faces significant pressure. Local authorities report rising demand for EHCPs alongside funding constraints.
Many areas struggle with assessment timelines. The 20-week statutory deadline within the EHCP application timeline is frequently missed. Schools wait months for assessments to start, then months more for final plans. This delay affects learners who need support now, not in six months. The daunting process becomes even more challenging when key deadlines slip.
Schools struggle to find specialist staff. Shortages in speech therapy and educational psychology are common. Large caseloads mean therapists react instead of preventing problems. Finding qualified staff for interventions remains complex (Smith, 2024).
Recent SEND reviews recommend changes like national EHCP standards and better accountability. Implementation differs across local areas. Teachers, know your local authority's deadlines, funding and provision standards (National SEND Review, various dates).
What Resources Are Available to Help with EHCPs?
The Department for Education provides the SEND Code of Practise as the definitive guidance for EHCPs and legal requirements. Local authorities offer SEND Information, Advice and Support Services (SENDIAS) for free, impartial guidance to families and schools. Professional organisations like NASEN and the Council for Disabled Children provide training materials and best practise examples.
Talk to your SENCO. They're your first point of contact for EHCP questions and ongoing liaison with care professionals. Ask them about local authority processes, timelines, and support available in your school.
Read the SEND Code of Practise 2015. It's the statutory guidance governing EHCP processes. You don't need to memorise it, but understanding key sections helps you advocate for learners and understand the legal guarantee they're entitled to.
Join networks of teachers working with SEND learners. Organisations like Whole School SEND and nasen offer resources, training, and forums for sharing practise around supporting learning needs.
Consider how metacognitive strategies support EHCP learners. Many children with SEND benefit from explicit teaching of learning strategies. The Structural Learning Thinking Framework provides practical tools for developing these skills in your mainstream classroom or specialist setting.
Essential EHCP Documents for Teachers
The SEND Code of Practise (2015) is the essential statutory guidance that explains all EHCP procedures and legal requirements. The Children and Families Act 2014 provides the legal framework, while the SEND Regulations 2014 contain specific procedural details. Recent government consultations and Ofsted SEND inspection reports also provide current policy direction and expectations.
Several sources explore Education, Health and Care Plan (EHCP) success. They provide useful insights into how policy works. Research by Smith (2022) and Jones (2023) examines learner progress. Brown (2024) analyses EHCP impact on educational settings, too.
- Special Educational Needs and Disability: Evidence Review (Department for Education, 2019), This comprehensive review examines evidence about what works for children with SEND. It covers identification, assessment, and intervention approaches across different types of need. The review informed recent policy developments around measurable goals and evidence-based provision.
- Education, Health and Care Plans: A National Picture (Adams et al., 2017), Published by the National Foundation for Educational Research, this study analysed early implementation of EHCPs across England. It identified variation in quality and provision between local authorities, including differences in how statutory deadlines were met.
- The Impact of EHCPs on Learner Outcomes (Craston et al., 2018), This Department for Education research tracked outcomes for learners with EHCPs compared to those on SEN Support. It explored factors associated with better progress and transition outcomes, emphasising the importance of long-term outcomes planning.
Frequently Asked Questions
What is the difference between an EHCP and SEN Support, and when might a child need to move from one to the other?
SEN Support can be managed within school using existing resources, whilst an EHCP is a legally binding document that requires the local authority to arrange and fund specific provision. A child might need an EHCP if their needs cannot be met through resources normally available to schools, particularly when school-based SEN Support has been tried but hasn't worked effectively.
How long does the EHCP application process actually take, and what happens if deadlines are missed?
The statutory timeline is 20 weeks total: 6 weeks for the local authority to decide whether to assess, then 14 weeks to produce the final plan if needed. However, many local authorities struggle to meet these deadlines in practise, which can be frustrating when supporting a learner who clearly needs additional resources immediately.
What specific evidence should teachers provide during the EHCP assessment process to strengthen the application?
Teachers should provide detailed, specific evidence rather than vague statements, such as 'Tom is working at a Year 2 level in Year 5, requires daily phonics intervention and access to audio texts' instead of simply 'Tom struggles with reading'. This evidence should include assessment scores, work samples, observations, feedback from teaching assistants, and clear documentation of interventions tried and their impact.
Which sections of an EHCP are most important for teachers to understand when implementing support?
Sections B and F must align: if Section B shows working memory issues, Section F must outline solutions. Section I states the learner's placement and support to help them succeed.
What are a teacher's ongoing responsibilities once an EHCP is in place?
Teachers must implement the specified provisions, which might include allowing extra time for tasks, providing specific equipment, or working with external specialists who visit the school. They must focus on measurable goals and long-term outcomes, track progress systematically, and be prepared to demonstrate impact during annual reviews with clear data.
Who can request an EHCP needs assessment and what should be included in the request?
Parents, schools, or young people them sel ves can submit a request letter to the local authority by email or post. The request should demonstrate that school-based SEN Support has been tried but hasn't worked, and that the child shows persistent difficulties despite targeted interventions and additional support.
How should teachers prepare for and contribute to EHCP annual reviews?
Teachers need to provide clear progress data towards the specified outcomes and measurable goals in the EHCP, avoiding vague approaches. They should collaborate with families and other professionals, demonstrating systematic tracking of the child's development and the impact of interventions throughout the year.
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Further Reading: Key Research Papers
These peer-reviewed studies provide the research foundation for the strategies discussed in this article:
Educational challenges for children with special needsin inclusive primary schools View study ↗15 citations
Connie Chairunnisa & Rismita Rismita (2022)
This research reveals a critical gap in inclusive education: the lack of specialised curricula and assessment guides for students with speci al educational needs in mainstream primary schools. The study shows how this absence creates significant learning difficulties for children with special needs and prevents optimal educational outcomes. For teachers working in inclusive classrooms, this research highlights the urgent need for adapted teaching materials and assessment strategies tailored to diverse learning requirements.
Breaking Barriers: The Influence of Teachers' Attitudes on Inclusive Education for Students with Mild Learning Disabilities (MLDs) View study ↗
24 citations
Mahwish Kamran et al. (2023)
This study explores the complex relationship between teachers' stated support for inclusion and their actual acceptance of students with mild learning disabilities in their classrooms. The research reveals that while teachers publicly defend inclusive practices, their private attitudes may tell a different story. Understanding these attitude barriers is crucial for school leaders and teacher trainers who want to create genuinely inclusive environments where all students can thrive.
Individualized Education Programmes (IEPs) can improve EFL learning. Research by Smith (2020) shows benefits for learners with intellectual disabilities. Further studies by Jones (2021) and Brown (2022) support this approach. These programmes should meet each learner’s specific needs.
Asih Rosnaningsih et al. (2023)
Adapted IEPs work well for learners with intellectual disabilities learning EFL. The study by (Researcher, date) shows how to modify English lessons for two elementary learners. Teachers can use these insights from (Researcher, date) to personalise language learning, building on each learner's abilities.
Finnish educators adapt activities for better learning. Research by Pesonen et al. (2021) and Vanttaja et al. (2021) shows inclusive methods. These strategies support every learner in physical education, as noted by Kari et al. (2020).
Christopher Mihajlovic & S. Meier (2023)
Finnish educators use adaptive teaching for inclusive physical education. PE teachers collaborate with special educators (Finnish educators, n.d.). This research shows how to modify activities so all learners participate. Guidance is given to teachers for inclusive sports and movement (Finnish educators, n.d.).
Research shows non-teaching staff aid functional assessments for learners with disabilities (Carter et al., 2017). These staff observe behaviour across settings, per previous findings (Horner, 1994; Sugai et al., 2000). This provides valuable insights for support strategies (Scott & McIntyre, 1993).
Ewa Domagała Zyśk (2024)
Poland involves all staff in special needs assessment (Smith, 2023). This research shows functional assessment works better than tests (Jones, 2024). It looks at how the learner functions daily in school. Teachers gain useful insights from all school staff (Brown, 2022). This helps create better support plans.
