A: For times when the classroom is replaced with learning-from-home - or if you’re choosing to incorporate more edtech into your lessons – the following suggestions, recommended to us by SEN educators, may boost pupil engagement levels:

• link to pupils’ own lives in the projects you set them – e.g. making a sibling or pet a character for homework

• split full online lessons into smaller, more manageable chunks 
• check your instructions are clear and understood – and that learners can easily signal when they’re not 

• ensure that helpful learning tools – such as screen magnifiers, speech recognition, captions or live captions and BSL video assistance – are readily available where required 

• create variety by switching between project-types – from on-screen to off-screen; collaborative to independent, and so on 

• plan and facilitate screen breaks, which are key for pupils and educators alike. To help, why not encourage some positive wellbeing practices where possible? It may help reduce stress and anxiety, and boost endorphins. 

A: SEN educators have reported to us that, when it comes to giving effective online feedback, responses should stick closely to what already works well in the classroom. In other words, responses are best when they are: 

• timely and thorough

• focusing on the task and specifics of pupils’ work, not pupils themselves

• including targeted information on how to improve, and areas of strength

• support accessibility by avoiding any presenting formats that could lead to cognitive overload (e.g. multi-coloured, small font, lack of contrast).  

Teachers can also collaborate with families to ensure that sound and screen settings are doing the very best for the pupil, and get feedback from them on what’s motivating their child. 

A: All educators, pupils and families have been adapting to tech-enabled learning. While this has been a steep learning curve for many, the move online has created new ways for schools and communities to collaborate. Some tips that teachers have shared with us to boost home engagement and make learning more accessible include:    

• providing tech tips and support – when technology and software are being introduced, or pupil access is mediated by a parent or carer, supplying online FAQs can help families get to grips with new processes

• considering what’s at home – e.g. families with slow Wi-Fi connections may need alternative texts to minimise what’s being downloaded 

• offering print-out versions of your lessons – essential for any pupil who does not have easy tablet or laptop access

• sharing links to specific support for parents and carers engaging with lockdown learning, such as guides from Pearson, nasen and the NSPCC. 

Q: Why is accessibility important to Pearson? 

A: We believe all young people should be able to access their learning in a way that meets their individual needs, which is why we work with schools, settings and the wider sector to continue to listen, learn and support in whatever way we can.    

We are working directly with students and teachers to understand what inclusion means to them, by exploring the personal journeys of students with SEND to identify the support they require to help them succeed with their education. This informs how we introduce a range of adaptations to support special requirements in examinations and partner with charities and other organisations across the sector to help break down the barriers that impact children and young people’s participation in education. To find out more on our work so far and how it’s continuing, visit our Diversity & Inclusion pages.