Julianne Miller

What research suggests about teaching explicit planning skills Planning doesn’t come naturally for most children with ADHD. Imagination and insight, yes, but organising learning for storage and retrieval is not necessarily intuitive. Ask a child what sort of planning they have done for an essay, and you’re likely to hear that they prefer to free-style in the moment. As you might imagine, the constraint of planning can actually feel uncomfortable. Researchers at the Link Campus University...

Practical support for reluctant readers Summer is a great time to read. For many kids, sitting in the shade of a big tree and devouring a book is synonymous with summer leisure. You can choose your own book without the pressure of school performance, just losing yourself in a story. For a dyslexic child, a standard paperback is not a neutral object. Reading is effortful, associated with the stigma of reading poorly in class, or being taken out for reading support. Even though many, many...

What families of children with complex learning needs actually need — and why the answer is rarely another report The SEN Code of Practice is unambiguous. A child who does not respond to quality-first teaching requires more targeted and more specific instruction. If that intervention does not produce progress, the response should be support which is even more specific, intensive, frequent, or long lasting. The assess-plan-do-review cycle is well-evidenced. The framework is not the problem....