Communication and Interaction (C&I) Needs Universal Support Level Whole school response/ quality first teaching Targeted Support Level Universal level plus the following: Personalised / Individualised Support Level (for pupils with high needs) Universal level and targeted level plus the following: Systems and school planning. School requires that all staff have an understanding and knowledge of the needs of children with Autism Spectrum Condition (ASC) and Speech Language & Needs and can apply this in their Systems and Whole school planning School identifies targeted members of staff for enhanced training and supports this through school planning. School identifies appropriate with Systems and Whole school planning School identifies members of staff to complete enhanced and/or accredited training and supports this through school development planning. Personalised plan / provision plans composed and reviewed regularly with parents.
teaching to that ensure all children are able to access learning. School invests in universal screening for SLCN needs which informs whole school planning. For example; Language Link ( Speech Link) Secondary Language Link Language for Learning Screening tool national recognition for and records on a Provision Map. For example; - Greg Brooks What 4th edition - Sutton Trust - Teaching and Learning Toolkit Continuous Professional Development Induction programme for new staff that includes school’s Continuous Professional Development Targeted staff should be trained to ASD and SLCN Continuous Professional Development Targeted staff trained for specific Communication and Interaction Needs e.g. Stage 3 (Post Grad) for ASD and SLCN.
content to plan appropriate differentiation. Pupil’s preferred methods of recording/ used for teaching and assessment. on key Peer support and sensitive for practical activities. Ensure opportunities for success. Use worksheets that are simple and clearly presented. and teaching Promoting skills. Acting as in class or in test situations. Supporting social inclusion. Supporting work experience. Chunking instructions into small steps. Maximising to develop receptive multi- sensory
Environment Provision of a calm area/ Differentiated visual support eg. Task management board. Use visual resources eg. Visual timetable. Provide access to a work station. Provide additional equipment e.g. laptops and Dictaphones. Provide access to additional supportive software e.g. word prediction, write on-line, Environment Carefully consider to classroom e.g. CYP may need to sit at the front of the class or away from / changes - e.g. designated working area with few distractions or small group working for parts of lessons. 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. Different arrangements – e.g. on site / off site longer term facility to provide personalised learning opportunity. Create a personalised learning environment e.g. individualised work station.
Clicker and Inspiration/ kidspiration. Time out facility short term measure with the aim of returning to class. Curriculum the curriculum to contain approaches that support the development of social skills and take into account Curriculum Ensure that the curriculum is adapted to; Promote full Support hands on learning 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
Communication Staff should ensure that effective is used. For instance, the use of an appropriate language level, appropriate modes of for children with a range of needs or conditions including ASD, Asperger Syndrome, disorder, language delay etc. Use the appropriately differentiated language to Communication All modes are actively into planning for small group/short term e.g. Social Stories Communication A personalised approach to individual communication are actively supported and developed through specific interventions, such as PECS incorporate
Continuous Professional Development Induction programme for new staff. All should have had training on MLD and SpLD (Dyslexia and Dyscalculia). Continuous Professional Development One or more members of trained to Dyslexia Core level. If required, specific teaching staff trained in P Level assessment including moderation; and make applications for special arrangements in external assessments and accreditation. Continuous Professional Development Specific whole staff training for cognition and learning needs e.g. Downs Syndrome or training at post graduate level for an individual member of staff. Provision Staff simplify their use of spoken, instructional language. Alternative recording methods are utilised e.g. Dragon dictation software. Use of supportive software e.g. Clicker 6, Nessie, Number Shark and Word Shark. Analysis of curriculum content to plan appropriate differentiation. Pupil’s preferred methods of recording/ communication used for teaching and assessment. Focus on key concept/objective. Peer support and sensitive grouping/pairing for practical activities. Ensure opportunities for success. Any worksheets are simple and clearly presented. Provide pre-teaching of vocabulary and spellings of all new subject specific words. Provision Provide learning aids e.g. Dictionaries, ACE dictionary, thesaurus, writing frames with more visual support, handwriting guides, task boards, concrete resources like cubes, magnetic letters, Numicon. Provide differentiated books and text. Provide specific software or apps to underpin learning e.g. synthetic phonemes phonics programmes. Deploy staff to; Promote participation and independence. Provision Individualised intensive interventions to address additional long term learning and skill development which are planned and differentiated by the class/subject teacher following specialist advice. E.g. Precision teaching, Sounds Progress or Dynamo Maths.
Environment Learning environment and structure that incorporates visual, auditory and kinaesthetic elements. Adapted general classroom equipment – scissors, pencil grips, work banks, number lines, subject and topic specific words. Visual timetable, ‘Active Listening’ cues, labelled environment at appropriate visual recognition level. Environment Access to additional equipment e.g. iPads and tablets, laptops and Dictaphones. Access to additional supportive software e.g. word prediction; Write Online; Clicker; Inspiration/ Kidspiration; voice to text support. Carefully consider adjustments to classroom environment e.g. CYP may need to sit at the front of the class or away from distractions. Adapted equipment e.g. desk slopes posture pack, move ’n’ sit cushions. Environment Follow the advice of specialist on adaptation to environment. Organisational / environmental changes - e.g. designated working with few distractions; small group working; providing an individualised study skills toolkit. Flexible arrangements – e.g. on site / off site longer term facility to provide personalised learning opportunity. Curriculum Differentiated approaches e.g. visual prompts, sorting activities. Alternatives to writing. Special arrangements applied for internal/external learning assessments when there are additional learning needs identified. Flexible grouping arrangements. Curriculum Ensure that the curriculum is adapted to; Promote full participation Support hands on learning Promote independence skills Support social inclusion Curriculum An individual education programme may include one or more of the following;
Communication Use simplified language to explain concepts. Ensure all CYP understands by asking open ended questions. Be very clear about what are the important points/key concepts. Provide visual support to all oral information. Allow extra time to answer oral questions or complete mental maths work. Communication All communication modes are actively incorporated into planning for small group/short term interventions. Communication Individual communication modes e.g. PECs, signing, symbols, cued articulation to support phonics etc. are actively supported and developed.