The best support in Design and Technology rarely looks dramatic. It looks like a calm voice re-reading instructions, a bigger print-out placed quietly on a bench, a checklist that turns panic into progress, and a student realising they can finish what they started. I’m joined by Sarah, a Learning Support Assistant working closely with a D&T department, to explain what inclusion actually requires when lessons move between food tech, textiles, workshop making, and CAD.
We talk about why being attached to a department (rather than trailing a single pupil all day) builds confidence, consistency, and trust. Sarah breaks down key SEND and EHCP basics in plain language, then shares practical classroom strategies: sensory support such as ear defenders, problem-solving around smell in food rooms, and targeted scaffolding that still protects independence. We explore adaptive equipment for coordination and mobility needs, and how pupils can achieve the same outcomes through different routes, including smart alternatives during GCSE and NEA practical work.
A big takeaway is processing time. We unpack ways to reduce cognitive overload in demonstrations, use step-by-step photos and tangible models, and structure tasks so pupils can start, sustain effort, and feel the satisfaction of completion. Sarah also shares a research-informed task planner approach (influenced by the Education Endowment Foundation) that helps with time management, keywords, and motivation.
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