How can we ensure that young people and their special educational needs are included in personal, social, health and economic (PSHE) lessons?
special educational needs
Subject Categories::X300 Academic studies in Education
MetadataShow full item record
Other TitlesBringing the curriculum to life: engaging learners in the English education system
AbstractThis chapter is written from the perspective of an experienced secondary special educational needs co-ordinator (SENCo). She notes how well-delivered Personal, Social, Health, and Economic (PSHE) programmes can have a positive impact on both academic and non-academic outcomes for pupils. However, provision for young people with special educational needs and disabilities (SEND) in PSHE lessons can be sporadic and largely dependent on the teacher providing the course. In the SENCo’s experience outcomes can be beneficial to some, but may be potentially damaging to those who are disadvantaged in some way. She discusses ways in which the content of the PSHE curriculum can be inclusive of all learners.
CitationSmith P, Wearmouth J, Lindley K (2021) 'How can we ensure that young people and their special educational needs are included in personal, social, health and economic (PSHE) lessons?', in Wearmouth J, Lindley K (ed(s).). Bringing the curriculum to life: engaging learners in the English education system, London: McGraw Hill/Open University Press pp.256-266.
PublisherMcGraw Hill/Open University Press