Achieving effective inclusion: Specially Resourced Provision, Assessment Centres & Specialist Units
Claire Barton, Haverstock & Laura Jones, LJA Architects

With a growing population of children and young people with SEND, and a continued drive for inclusion within mainstream settings, the demand for Specially Resourced Provisions, Assessment Centres and Designated Units is greater than ever. What is the spectrum of need accommodated in these settings, and the pressure on places? Do the current space standards for area reflect the complex spectrum of settings that are emerging? What more can be done to celebrate and encourage inclusion of SEND pupils in mainstream settings? What strategic and innovative thought is required to ensure these provisions are truly integrated into existing school estates?

Claire and Laura will look at the spectrum of need, definitions of SRPs, Assessment Centres and Units, and models of inclusion using best practice case studies from across the UK. Videos/sound bites from educators in case study settings will be used through the talk.

Improving Access to Listening in Mainstream Schools
Emma Greenland, Education Sector Lead, Anderson Acoustics

Listening is one of the most important activities within a school. If the acoustic environment is poor, pupils struggle to understand and retain information. It’s particularly challenging for pupils in mainstream schools who have special hearing or communication needs (SHCN), SEMH needs, English as an additional language (EAL), or for young children in primary schools.
Designers, architects, teachers, audiologists, parents and local authorities are aware that children with SHCN should not be disadvantaged by poor classroom acoustics, yet the extent of disadvantage for each need is not well quantified, and there is confusion over when and how to apply the enhanced acoustic standards.
To help, Anderson Acoustics created a white paper which explains the current situation and offers clear information and advice on how you can meet your duties to anticipate the needs of deaf and other disabled children under the Equality Act 2010 and provide great sounding learning environments for all our children. The findings were developed and updated in 2022 for a DfE research project.