[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-643105-105":59,"doc-detail-643105-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","supporting-learners-with-special-educational-needs-when-school-is-closed","Supporting learners with Special Educational Needs When school is closed","","Guidance from Cambridge International educators on supporting learners with Special Educational Needs during school closures and remote learning amid the COVID-19 crisis. The discussion emphasizes maintaining emotional connection to reduce anxiety, continuing familiar routines through recorded and shared activities, and using varied audio-visual resources. Teachers are advised to strengthen communication with families and therapists, provide weekly individual feedback, and use email-based workflows and differentiated plans to protect students’ learning rights and motivation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/supporting-learners-with-special-educational-needs-when-school-is-closed/643105/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/supporting-learners-with-special-educational-needs-when-school-is-closed/643105.png","ImageObject",300,407,{"name":92,"@type":93},"Kyle","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-23",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How can teachers reduce anxiety for SEN learners during remote learning?","Question",{"text":112,"@type":113},"Teachers should maintain a consistent connection with learners, giving reassurance that learning will continue and that they will still interact with their teacher, reducing apprehension about progress and access.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What communication approach helps when working with SEN learners at home?",{"text":117,"@type":113},"Teachers can get closer to the family and coordinate with therapists, staying available through communication channels such as regular email and parent-mediated access to the student.",{"name":119,"@type":110,"acceptedAnswer":120},"How should feedback and instruction be organized for SEN learners remotely?",{"text":121,"@type":113},"Provide individual feedback with weekly individual meetings, continue familiar support using recorded materials and audio-visual resources, and use differentiated plans supported by regular parent contact.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},643105,1793150728,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},3985741905716,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Cambridge Professional Development  \nSupporting learners with Special Educational Needs When school is closed  \nJessica Minaeian Education Manager  \nCambridge Assessment International Education  \nTeca Antunes  \nAubrick Bilingual Multicultural School Sao Paulo  \nBianca Caligher  \nAubrick Bilingual Multicultural School Sao Paulo  \nPadmarani Vandemataram CHIREC International School Hyderabad  \nLeena Rao  \nCHIREC International School Hyderabad  \nJessica: Hello everyone, my name is Jessica Minaeian and I work at Cambridge International in the Teaching and Learning team. I'm joined today by four teachers who are joining us from two international schools to talk about SEN, and inclusive education in light of the COVID-19 crisis.  \nSo today's focus is on supporting SEN learners with their learning remotely so supporting them from home. So I'm joined by Leena and Padma, who are from Chirec International School and I'm joined by Teca and Bianca who are from Aubrick Multicultural, bilingual school.  \nWe’ve had a question from a teacher which basically says I don't know how to support my learners who have SEN or additional needs online.  \nWhat advice or guidance which you give to a teacher to support their learners with SEN needs online?  \nLeena: I think, the most important advice which I would like to give teachers is in such uncertain times is it is very, very important for the teachers to maintain a connection with the students who have special needs. Definitely with all students, but even so, it becomes very important that you maintain a connection with the students who have different needs or special education needs because they need that assurance from the teachers that the learning will continue. So that is one to erase any kind of anxiety, erase any little bit of apprehension about, ‘where are we heading?’ Or ‘am I going to continue with my learning?’‘Am I going to see my teacher?’ ‘Am I going to talk to her?’ so the emotional connect is very, very important. It is imperative that teachers continue with whatever they have been doing. What would be important is since you are not going to meet the students physically, it is very important that you continue creating that kind of motivation, recording something and sharing it with the teacher, or using different audio visual. Planning different kinds of activities which would generate interest among these students and also cater to their different needs. Is something which I would, from my side, I think would be the advice that I would like to give the teachers.  \nJessica: Leena , that's so interesting. I love that you mentioned about keeping that connection with students and stuff. Bianca and Teca, how are you maintaining that connection with your students?  \nBianca: I think I couldn't agree more with Leena and my advice is get closer to the family. Get closer to the therapist, try to keep that connection as Leena said. Be available for them. It could be any kind of communication that you can keep with the family and with a therapist. And above all, with the student themselves, individual feedback. Have individual meetings every week with these students. I think individual meetings every week with these students. I think this is the biggest advice I'd give to everyone who's giving support to SEN learners in remote learning.  \nJessica: Yeah, I love that what you said about getting closer to your students. Padma, do you have anything to add on that?  \nPadma: Oh yes Jessica. So again nothing different. But yes, definitely, this is what we are doing. Keeping a connection to the various media. It could be emails, regular emails. I've been sending mails regularly keeping them connected through worksheets and then when they give it back they respond to the emails and they do the assignments and send it back very promptly. And that's how I'm maintaining the connection. And the parents are also free to communicate to me through the emails, which is also helping a lot with these children. Befo","cbCaiaPA7v0PGRzC","https://ap.wps.com/l/cbCaiaPA7v0PGRzC","pdf",76172,12,"English","# Supporting SEN learners remotely during school closure\n## Maintaining emotional connection and motivation\n## Working with families and therapists\n## Using structured communication and differentiated plans","[{\"question\":\"How can teachers reduce anxiety for SEN learners during remote learning?\",\"answer\":\"Teachers should maintain a consistent connection with learners, giving reassurance that learning will continue and that they will still interact with their teacher, reducing apprehension about progress and access.\"},{\"question\":\"What communication approach helps when working with SEN learners at home?\",\"answer\":\"Teachers can get closer to the family and coordinate with therapists, staying available through communication channels such as regular email and parent-mediated access to the student.\"},{\"question\":\"How should feedback and instruction be organized for SEN learners remotely?\",\"answer\":\"Provide individual feedback with weekly individual meetings, continue familiar support using recorded materials and audio-visual resources, and use differentiated plans supported by regular parent contact.\"}]","Supporting learners with Special Educational Needs When school is closed | PDF",1792723694]