SEND & COGNITIVE SCIENCE
Expert Insights.
Bite-size interviews from SEND & Cognitive Science experts to dig deeper into what you've learnt and how to apply it to your teaching practice.
Watch Expert Insights
GARY AUBIN
Should you Cold-Call students with SEND?
Explore how Cold-Calling alongside extending Wait Times can enhance the overall learning experience for all students.
Watch here
Watch here
GARY AUBIN
Is Scaffolding different for students with SEND?
Gary discusses how educators can help students with SEND become independent learners.
Watch here
Watch here
GARY AUBIN
Can a late diagnosis of SEND affect students’ academic performance?
Gary discusses diagnostic labels and suggest what to do to if we think our students may be affected by their label.
Watch here
Watch here
GARY AUBIN
How can we best support students with SEND?
Learn how high-quality teaching can support students with SEND.
Watch here
Watch here
NATALIE PACKER
What are the pros and cons of the label SEND?
Explore the complexities surrounding using the label “SEND”.
Watch here
Watch here
NATALIE PACKER
Why Cognitive Science principles are relevant for students with SEND
Explore why using Cognitive Science principles can be helpful in addressing individual needs and promoting effective learning.
Watch here
Watch here
NATALIE PACKER
How can schools best support parents/guardians of children with SEND?
Effective communication from schools can be key when supporting parents and guardians of children with SEND.
Watch here
Watch here
AMY BAXTER
What is meant by “SEND as standard”?
Explore strategies aimed at promoting inclusive teaching environments for students with SEND.
Watch here
Watch here
AMY BAXTER
What is the difference between the medical and social models of SEND?
Explore how shifting perspectives on SEND can impact the way we help and accommodate students with diverse learning needs.
AMY BAXTER
What do Cognitive Science strategies for students with SEND look like?
Learn how to adapt and tailor cognitive science strategies for SEND to ensure you maximise each students’ unique learning potential.
Watch here
Watch here
GARY AUBIN
Should you Cold-Call students with SEND?
Explore how Cold-Calling alongside extending Wait Times can enhance the overall learning experience for all students.
GARY AUBIN
Is Scaffolding different for students with SEND?
Gary discusses how educators can help students with SEND become independent learners.
GARY AUBIN
Can a late diagnosis of SEND affect students’ academic performance?
Gary discusses diagnostic labels and suggest what to do to if we think our students may be affected by their label.
GARY AUBIN
How can we best support students with SEND?
Learn how high-quality teaching can support students with SEND.
NATALIE PACKER
What are the pros and cons of the label SEND?
Explore the complexities surrounding using the label “SEND”.
NATALIE PACKER
Why Cognitive Science principles are relevant for students with SEND
Explore why using Cognitive Science principles can be helpful in addressing individual needs and promoting effective learning.
NATALIE PACKER
How can schools best support parents/guardians of children with SEND?
Effective communication from schools can be key when supporting parents and guardians of children with SEND.
AMY BAXTER
What is meant by “SEND as standard”?
Explore strategies aimed at promoting inclusive teaching environments for students with SEND.
AMY BAXTER
What is the difference between the medical and social models of SEND?
Explore how shifting perspectives on SEND can impact the way we help and accommodate students with diverse learning needs.
AMY BAXTER
What do Cognitive Science strategies for students with SEND look like?
Learn how to adapt and tailor cognitive science strategies for SEND to ensure you maximise each students’ unique learning potential.
Created by InnerDrive, a UK based company delivering high-quality training, based on Cognitive Science research.
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Please fill the form in below and we will get back to you as soon as we can. We look forward to hearing from you!
Please fill the form in below and we will get back to you as soon as we can. We look forward to hearing from you!
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Cognitive Load Theory
Cognitive Load Theory highlights that all information first has to go through our working memory, which has a limited capacity. Too much information can overload students' brain, which can hinder or even completely halt transfer to their long-term memory – which is where learning happens.