Student-Centered Citizenship for Complex SEN: A Case Study

ACT Researcher, Faiza Hyder, shares a case study on meaningful Citizenship opportunities for students with complex SEN through a student-centered approach.

Case Study: High Grange School

The latest case study to be published by ACT’s research team describes a student–centered approach to the curriculum. High Grange School is a specialist independent day school for children and young people that opened in Mickleover, Derby in September 2011. The school caters for pupils with complex SEND. All pupils have a diagnosis of ASC (autism
spectrum condition), with many having other diagnosis such as pathological demand avoidance, ADHD and a range of language, social, emotional, and mental health difficulties. Many pupils have missed large periods of their education prior to joining the school. The school has been specifically designed to address the needs of children and young people
with ASC and its environment provides the security, structure, and predictability in which they can learn and grow towards becoming increasingly independent.

This case study highlights two areas of interest; how the school has carefully planned a programme of Citizenship education appropriate to each pupil’s abilities and needs and the
development of the ASDAN Citizenship course. Both, provide meaningful and enjoyable citizenship opportunities for students, allowing them to take ownership for their learning.

Download the High Grange School Case Study: Providing meaningful citizenship opportunities for students with complex SEN through a student–centered approach.