For example; Language Link ( Speech Link) Secondary Language Link Language for Learning Screening tool recognition for For example; - Greg Brooks What Works 4th edition - Sutton Trust - Teaching and Learning Toolkit Continuous Professional Development Induction programme for new staff that includes school’s expectations for Quality First Teaching. All will have Awareness Raising training for ASD. All staff have training around in-classroom Continuous Professional Development Targeted staff trained to ASD and SLCN Stage 2 Accredited level Continuous Professional Development Targeted staff trained for specific Communication and Interaction Needs e.g.Stage 3 (Post Grad) for ASD and SLCN
Analysis of curriculum content to plan appropriate differentiation Pupil’s preferred methods of used for teaching and assessment Focus on key concept/objective Peer support and sensitive grouping/pairing for practical activities Ensure opportunities for success Use worksheets that are simple and clearly laid out Provide pre-teaching of vocabulary and spellings of all new subject specific words and Clicker. Sensitive use of additional to; promote and Use teaching Promote skills Act as in or in test situations Support social inclusion Support work experience sensory
Communication Staff ensure that there is an effective communication is used, for instance, the appropriate language, modes of communication and emphasis for children with a range of needs or conditions including ASD, Aspergers, disorder, language delay etc Use the appropriately differentiated language to explain concepts Employ appropriate techniques to ensure that all CYP understand the delivery of key concepts, instructions and learning points Teachers should identify the information carrying words that are important for Communication All modes are actively into planning for small group/short term e.g. Social Stories Communication A personalised approach to individual communication modes are actively supported and developed through specific interventions, such as PECS incorporate
Continuous Professional Development Induction programme for new All staff will have had training on MLD and SpLD (Dyslexia and Dyscalculia). Continuous Professional Development One or more members of staff trained to Dyslexia Core level Targetted teaching staff are trained in P Level assessment if required including moderation; and make applications for special arrangements in external assessments and accreditation. Continuous Professional Development Targeted teaching staff are trained for specific cognition and learning needs e.g. Downs Syndrome or training at post graduate level. Provision Staff similar their use of spoken, instructional language Alternative recording methods eg. Dragon dictation software Availability and planned use of supportive software e.g. Clicker 6, Nessie, Number 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 Provision Provide writing aids e.g.dictionaries, ACE dictionary, thesaurus, writing frames with more visual support, handwriting guides, task boards, concrete resources e.g cubes, magnetic letters, Numicon Provide differentiated books and text Provide specific software or apps to underpin learning e.g synthetic phonemes phonics programmes Sensitive use of additional adult to; 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. Eg. Precision teaching, Sounds Progress or Dynamo Maths
Environment Learning environment and structure that incorporates visual, auditory and kinesthetic 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 are additional learning needs identified. Flexible grouping arrangements Curriculum Ensure that the curriculum is adapted to Promote full participation Support 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 eg PECs, signing, symbols, cued articulation to support phonics etc are actively supported and developed