CandLE Zone of Proximal Development (ZDP) Assessment and Teaching Framework Based on the work of Lev Vygotsky and Reuven Feirstein, the ZPD assessment identifies the learning outcomes that a student can achieve when given appropriate

CandLE Position Statement on Proposed SEND reforms 16th of October 2025 CandLE Position Statement on Proposed SEND reforms 16th of October 2025 Case studies of students CandLE support   All these students were originally deemed

A new look at teaching maths to students who have communication and physical disabilities: Moving beyond counting. Article by: Marion Stanton (2025), MA, PGCE, Adv. Dip. Ed. Special, AAC Level 7, MCCT Head of Education

Adaptation for students in mainstream schools who may benefit from AAC Author: Marion Stanton Pre-requisites to learning: It is important that students who rely on AAC have access to textbooks, teacher’s PowerPoints, worksheets, and any

Working Memory and AAC Author: Marion Stanton Working memory is the facility we all use to manipulate information to arrive at an answer. An example would be a two-stage mental arithmetic sum such as 10-5+2=7.