As a new SEND Code of Practice awaits publication, Jane Friswell of nasen summarises the challenges facing schools as the sector undergoes major reform

Lorraine Petersen, CEO of nasen, summarises the SEN draft Code of Practice ahead of a series of consultations with the sector

With three dyslexic children in every UK classroom, teachers need to feel confident about recognising and meeting the needs of pupils with dyslexia, urges Sarah Driver and Sally Bouwman

How are employers working in science, technology, engineering and mathematics (STEM) engaging with schools to develop the next generation of skilled workers? Kirsten Bodley, Chief Executive of STEMNET, investigates

Researchers are working with children, parents and practitioners to understand more about how technology-enhanced learning environments can benefit children with autism, with successful results to date. Dr Karen Guldberg, director of the University of Birmingham’s Autism Centre for Education and Research, explains

Next Steps: Sean Stockdale of Nasen details the implications for school leaders in the transition from SEN statements to Education Health and Care Plans, which involves a single assessment process. With a draft bill expected this summer, new legislation should be in place by 2014.

Dr Kate Saunders looks behind research suggesting that fewer than 14 per cent of teachers could confidently recognise a dyslexic child, while fewer still believe they could teach one