How We Support SEND Learners During Our Workshops
At Historic Workshops, we are committed to ensuring that all children can fully access and enjoy our history sessions, including pupils with Special Educational Needs and Disabilities (SEND). Our workshops are designed to be flexible, inclusive, and adaptable, allowing us to respond to the individual needs of each group and learner.
We regularly work with schools supporting children with a wide range of needs, including autism, ADHD, sensory processing differences, communication needs, and social, emotional, and mental health challenges. Our experienced workshop leaders adapt both delivery style and activities to create a positive, supportive learning environment.
We can adapt our sessions in a variety of ways, including:
Our aim is always to create an inclusive historical experience where every child feels safe, engaged, and successful. We are happy to discuss specific needs in advance and tailor workshops accordingly.
At Historic Workshops, we are committed to ensuring that all children can fully access and enjoy our history sessions, including pupils with Special Educational Needs and Disabilities (SEND). Our workshops are designed to be flexible, inclusive, and adaptable, allowing us to respond to the individual needs of each group and learner.
We regularly work with schools supporting children with a wide range of needs, including autism, ADHD, sensory processing differences, communication needs, and social, emotional, and mental health challenges. Our experienced workshop leaders adapt both delivery style and activities to create a positive, supportive learning environment.
We can adapt our sessions in a variety of ways, including:
- Flexible delivery pace — slowing down, repeating instructions, or breaking activities into smaller, manageable steps.
- Clear and structured instructions supported by demonstrations and visual cues where appropriate.
- Sensory-aware delivery — reducing noise levels, adjusting participation expectations, and offering calmer activity options.
- Choice-based participation so pupils can engage in ways that feel comfortable, whether actively taking part or observing first.
- Smaller group working where possible to support focus and confidence.
- Role adaptation within activities to suit different comfort levels, communication styles, or physical needs.
- Movement-friendly sessions recognising that some learners engage best through physical interaction and hands-on learning.
- Use of tactile, practical resources to support kinaesthetic learners and reduce reliance on written tasks.
- Close collaboration with staff — we welcome guidance from teachers and support staff to ensure strategies already working well for pupils are incorporated into the session.
Our aim is always to create an inclusive historical experience where every child feels safe, engaged, and successful. We are happy to discuss specific needs in advance and tailor workshops accordingly.