Preparing students for Higher Education by developing their study skills
Many of our most able pupils manage well with our support through their A levels but they can find it difficult to manage the increased demands of Higher Education.
Jackie Muggleton looks at the issues faced by students with additional learning needs and approaches to support them.
3 takeaways from Jackie’s training session
– Understand and help with preparation (where possible) for the academic writing demands on learners in higher education –
– Consider how the support and access arrangements given to young people preparing for higher education might build their resilience and study skills –
– Help students to understand more about how they learn, to feel good about themselves as a learner and move forward positively –
This session is aimed at Teachers and TAs working with young people with SEND.
Watch a snippet of Jackie’s presentation…
Jackie received great feedback from SENDCOs who watched her LIVE broadcast
This session was originally presented live at one of our online Virtual SEND Conferences.
“Thank you, firstly for the session and secondly for answering my questions – really useful.”
Lisa Hutchinson, SENCo – Pocklington School
Lindsey Taggart, Careers Education Manager – Northumberland County Council
About the Creator
Jackie Muggleton / SEN Advisor, South Gloucestershire Council
Jackie Muggleton is a SEN Advisor for South Gloucestershire Council. Her current role includes offering specialist SEND advice and support for schools across South Gloucestershire in all phases of education. She has previously worked as a Strategic Lead for SEND and now undertakes specific strategic SEND projects for the local authority. This includes both strategic support in developing systems, provision, and leadership for SEND and support and advice on meeting the needs of children. Jackie also works as a Study Skills tutor within a University with undergraduate and post graduate students who have specific learning difficulties.
Jackie’s experience in Education spans over 30 years across three local authorities. She worked in secondary schools and in two specialist provisions for pupils with moderate learning difficulties attached to mainstream schools. For 11 years she was a SENCO and this role developed into Head of Inclusion, line managing a SENCO and setting up provision for pupils at risk of exclusion.
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