Communication and Interaction (C&I) Universal Support Whole school response Quality first teaching Targeted Support Level Some CYP receiving targeted support will be identified as receiving SEN Support Universal level plus the following: Personalised / Individualised Level Pupils will be identified as receiving SEN Support or may have an EHCP School may be in receipt of HNF Universal and targeted levels plus the following: Systems and Whole school planning. School requires that all staff have an understanding and knowledge of the needs of children with Autism Spectrum Disorder (ASD) and Speech Language & Communication Needs (SLCN) and can apply this in their teaching to ensure that all children are able to access learning. Use of staff training audit and language friendly environment audit checklist (Language for Learning or The Communication Trust) School invests in universal screening for SLCN needs which informs whole school planning. For example; Infant and Junior Language Link (Speech Link) Systems and Whole school planning School identifies targeted members of for enhanced training and supports this through school development planning. School maintains up to date knowledge on research and national guidance on the implementation of interventions which have a published evidence base for effectiveness and records these on a Provision Map. For example: Sutton - Teaching and Learning Toolkit The Communication Trust: What Works Systems and Whole school planning Some staff complete enhanced and/or accredited training and supports this through school development planning. Personalised plan / individual provision developed through an ‘Assess, Plan, Do, Review’ cycle with the full involvement of parents/Carers and, where possible, the CYP.
Secondary Language Link Language for Learning Identification and assessment Screening tools Speech Link – Speech programmes The effectiveness of interventions in supporting CYP to make progress towards shorter term targets or identified outcomes is reviewed through the Assess, Plan, Do, Review Cycle. Continuous Professional Development Induction programme for new staff that includes school’s expectations for Quality First Teaching. All staff should participate in awareness raising training for ASD and SLCN within one year of joining the school. All should have received training on and be using a range of in-classroom approaches to supporting CYP with SLCN. For example: Language for Learning The Communication Trust ½ day on line course Continuous Professional Development Targeted staff should be trained to ASD and SLCN Stage 2 Accredited level. Continuous Professional Development Staff trained for specific Communication and Interaction Needs e.g. Stage 3 (Post Grad) for ASD and SLCN. The Speech, Language and Communication Framework
The Autism Education Trust for children and young people on the Autism Spectrum () The Communication for speech, language and communication difficulties () I CAN – helps children communicate Provision Adults adjust their use of spoken, instructional language. Adults model to children and young people a range of strategies for effective communication. Adults check regularly that children and young people have understood verbal input. Alternative recording methods are utilised. Availability and planned use of supportive software e.g. Clicker. Analysis of curriculum content to plan appropriate differentiation. Pupils’ preferred methods of recording/ communication used for teaching and assessment. Focus on key concept/objective. Peer support and sensitive grouping/pairing for practical activities. Provision Provide a range of materials to support and develop language skills. Provide software to underpin learning e.g. Communicate in and Clicker. Staff may be utilised to support CYP to make progress towards meeting their SEN Outcomes by; Promoting participation and independence through prompting, encouragement and modelling. multi-sensory teaching approaches. Acting as scribe/reader at points during teaching sessions or in test situations, providing opportunities to develop these skills whenever possible. Supporting social inclusion. Supporting work experience. Provision Interventions to address long term learning and skill development which are planned and differentiated by the class/subject teacher following specialist advice. Support given to implement individual therapy programme to address speech language and communication skills as advised by therapists. Individualised software programmes recommended by professionals working with the CYP.
Ensure opportunities for success. Printed resources are clearly set out and use concise language. Provide pre-teaching of vocabulary and spellings of all new subject specific words. Provide templates to support planning and expression of ideas such as writing frames or task management boards. Provide support with homework tasks. Maximise opportunities to develop receptive language, expressive language and social communication skills presented through group activities to develop: - Social and emotional aspects of learning - Self-awareness - Self-organisation and independence -Communication skills - Listening skills Environment Communication Friendly Environment. School undertakes regular sensory audits, involving CYP with sensory needs. Provision of a calm area/ haven. Differentiated, developmentally appropriate visual support e.g. Task management Visual timetable, Language Through Colour or Colourful Semantics Use of Semantic dictionary, Provide access to a work station. Provide additional equipment e.g. word-processors, laptops and voice recorders, voice to text software. Provide access to additional supportive software e.g. word Environment Carefully consider adjustments to classroom environment e.g. CYP may need to sit at the front of the class or away from distractions. Organisational / environmental changes - e.g. designated working area with few distractions or small group working for parts of lessons. Time out facility as a short-term measure with the aim of returning to class. Environment Follow the advice of specialist on adaptation to environment. Organisational / environmental changes - e.g. designated working area with few distractions or individualised working environment for large parts of lessons.
prediction, write on-line, Clicker and Inspiration Kidspiration. Staff take account of external environmental factors when analysing CYPs’ behaviour that they find challenging. Curriculum Adapt the curriculum to contain approaches that support the development of social communication skills and take into account receptive and expressive language needs; For example: Language for Learning approaches Incorporating the national guidance for Speaking and Listening Curriculum Ensure that the curriculum is adapted to: Promote and enable full participation Support on learning Promote independence skills Support and promote social inclusion Utilise Circle of Friends. Small group Social Skills programmes. Curriculum An individual education programme may include one or more of the following: Use of specialised hardware and software Keyboard skills Personal care and independence skills Highly differentiated speaking and listening skills programme Cued Articulation (Jane Passey)