Marc
@marc-evans.bsky.social
A strong call for high standards, but the key challenge is defining what that means in practice. What specific policies or approaches do you see as most effective in making this a reality for all students?
February 23, 2025 at 2:31 PM
A strong call for high standards, but the key challenge is defining what that means in practice. What specific policies or approaches do you see as most effective in making this a reality for all students?
Can you please expand on this for me.
February 21, 2025 at 8:26 AM
Can you please expand on this for me.
I heard the 'automatic doors' analogy before - it's a powerful idea.
February 20, 2025 at 3:09 PM
I heard the 'automatic doors' analogy before - it's a powerful idea.
I can't speak for your individual case, and I'm sorry that you had a bad experience.
For specialist support schools need funding and that comes from having an EHCP.
Things can certainly be done better.
For specialist support schools need funding and that comes from having an EHCP.
Things can certainly be done better.
February 19, 2025 at 6:59 PM
I can't speak for your individual case, and I'm sorry that you had a bad experience.
For specialist support schools need funding and that comes from having an EHCP.
Things can certainly be done better.
For specialist support schools need funding and that comes from having an EHCP.
Things can certainly be done better.
Of course, I'm not really sure what point you're trying to make.
February 19, 2025 at 2:15 PM
Of course, I'm not really sure what point you're trying to make.
You're right, the diagnosis is essential so they can be added to the list, but as you say the indidual needs assessment is the key to getting the child the support they need.
February 19, 2025 at 11:51 AM
You're right, the diagnosis is essential so they can be added to the list, but as you say the indidual needs assessment is the key to getting the child the support they need.
Yes, I worked at a school that stopped printing on coloured paper and I now work at one where it is being phased out.
I think you're right that there isn't additional provision for these students.
I think you're right that there isn't additional provision for these students.
February 19, 2025 at 11:49 AM
Yes, I worked at a school that stopped printing on coloured paper and I now work at one where it is being phased out.
I think you're right that there isn't additional provision for these students.
I think you're right that there isn't additional provision for these students.
It reminds me of this Ted Talk www.ted.com/talks/michae...
It comes down to the purpose of education and as I've seen you argue before, our education system is not designed for those that find learning hard.
It comes down to the purpose of education and as I've seen you argue before, our education system is not designed for those that find learning hard.
The lost art of democratic debate
Democracy thrives on civil debate, Michael Sandel says -- but we're shamefully out of practice. He leads a fun refresher, with TEDsters sparring over a recent Supreme Court case (PGA Tour Inc. v. Mar...
www.ted.com
February 19, 2025 at 11:43 AM
It reminds me of this Ted Talk www.ted.com/talks/michae...
It comes down to the purpose of education and as I've seen you argue before, our education system is not designed for those that find learning hard.
It comes down to the purpose of education and as I've seen you argue before, our education system is not designed for those that find learning hard.
Yeah, the idea that being fast at learning is better is so ingrained in our culture that it would take a huge shift to move past it.
When students work more slowly they often think it's because they are less capable which reinforces the problem.
When students work more slowly they often think it's because they are less capable which reinforces the problem.
February 19, 2025 at 9:06 AM
Yeah, the idea that being fast at learning is better is so ingrained in our culture that it would take a huge shift to move past it.
When students work more slowly they often think it's because they are less capable which reinforces the problem.
When students work more slowly they often think it's because they are less capable which reinforces the problem.
Great! Breaking down until areas of need is an important step. What do you think is most misunderstood about supporting dyslexic students?
February 19, 2025 at 8:53 AM
Great! Breaking down until areas of need is an important step. What do you think is most misunderstood about supporting dyslexic students?
I think this comes from a desire to make sense of a child's difficulties in a compensatory way. Saying 'processing differently' can be reassuring and comfortable—similar to what you said in your blog about how you felt about your daughter early on.
February 18, 2025 at 8:15 PM
I think this comes from a desire to make sense of a child's difficulties in a compensatory way. Saying 'processing differently' can be reassuring and comfortable—similar to what you said in your blog about how you felt about your daughter early on.
I noticed that you mentioned "slow-processing" in your blog.
Processing speed (Gs) is a broad cognitive ability with a, I believe, good definition. But you're right it is not commonly understood and it is not as important as the difficulty the child is having with learning.
Processing speed (Gs) is a broad cognitive ability with a, I believe, good definition. But you're right it is not commonly understood and it is not as important as the difficulty the child is having with learning.
February 18, 2025 at 6:57 PM
I noticed that you mentioned "slow-processing" in your blog.
Processing speed (Gs) is a broad cognitive ability with a, I believe, good definition. But you're right it is not commonly understood and it is not as important as the difficulty the child is having with learning.
Processing speed (Gs) is a broad cognitive ability with a, I believe, good definition. But you're right it is not commonly understood and it is not as important as the difficulty the child is having with learning.
It's an awesome post which gave me a lot to think about. I'll have to read it again to process it fully.
February 18, 2025 at 6:51 PM
It's an awesome post which gave me a lot to think about. I'll have to read it again to process it fully.
Thanks, I hadn't already read that but I have read some of your other post before and a lot of my thought around this was sparked by listening to you on Mind the Gap with @teacherhead.bsky.social and @emmaturner75.bsky.social.
February 18, 2025 at 6:50 PM
Thanks, I hadn't already read that but I have read some of your other post before and a lot of my thought around this was sparked by listening to you on Mind the Gap with @teacherhead.bsky.social and @emmaturner75.bsky.social.
I've been considering SEND a lot more recently, I would value your thoughts on the below:
bsky.app/profile/marc...
bsky.app/profile/marc...
1/ I've been thinking a lot about #SEND recently.
Diagnosis like ADHD and dyslexia don't help teachers much in the classroom. They present in different ways for different students. 🧵
Diagnosis like ADHD and dyslexia don't help teachers much in the classroom. They present in different ways for different students. 🧵
February 18, 2025 at 4:25 PM
I've been considering SEND a lot more recently, I would value your thoughts on the below:
bsky.app/profile/marc...
bsky.app/profile/marc...
10/ The goal isn’t to define students by their challenges—but to meet their cognitive needs so they can thrive.
Let’s rethink SEND and focus on what truly help students learn.
Let’s rethink SEND and focus on what truly help students learn.
February 18, 2025 at 10:17 AM
10/ The goal isn’t to define students by their challenges—but to meet their cognitive needs so they can thrive.
Let’s rethink SEND and focus on what truly help students learn.
Let’s rethink SEND and focus on what truly help students learn.
9/ SEND should shift from labels to needs. A diagnosis doesn’t tell us much.
Understanding how students process, store, and retrieve information allows us to teach them effectively.
Understanding how students process, store, and retrieve information allows us to teach them effectively.
February 18, 2025 at 10:17 AM
9/ SEND should shift from labels to needs. A diagnosis doesn’t tell us much.
Understanding how students process, store, and retrieve information allows us to teach them effectively.
Understanding how students process, store, and retrieve information allows us to teach them effectively.
8/ Extra time, structured routines, visual scaffolds—these aren’t just “SEND strategies.” They’re good teaching for all, but essential for students with cognitive needs.
February 18, 2025 at 10:17 AM
8/ Extra time, structured routines, visual scaffolds—these aren’t just “SEND strategies.” They’re good teaching for all, but essential for students with cognitive needs.
7/ Recognizing cognitive needs allows us to help students without framing them as deficient.
February 18, 2025 at 10:16 AM
7/ Recognizing cognitive needs allows us to help students without framing them as deficient.
6/ Adaptive teaching is key.
Rather than treating SEND as a list of accommodations for "diagnosed" students, we should think about how all students process information and adjust accordingly.
Rather than treating SEND as a list of accommodations for "diagnosed" students, we should think about how all students process information and adjust accordingly.
February 18, 2025 at 10:16 AM
6/ Adaptive teaching is key.
Rather than treating SEND as a list of accommodations for "diagnosed" students, we should think about how all students process information and adjust accordingly.
Rather than treating SEND as a list of accommodations for "diagnosed" students, we should think about how all students process information and adjust accordingly.