lack of conversational skills, literal use and interpretation of speech, rigidity of thought processes, resistance to change, solitary play and unusually focussed special interests. May have issues relating to health and personal care issues. functioning and/or social withdrawal Curriculum access/ student participation Some difficulties in following instructions, accepting adult direction and maintaining attention to task which may be significant, Difficulties impact on access to curriculum without school based support. The student may show under achievement in a number of curriculum areas, not predicted by reference to his/her general ability with levels of attainment that are Students may exhibit difficult to manage behaviour in a variety of learning and/or social settings within the school. Speech and language difficulty prevents access to a large part of the curriculum. Will have low attainment reflected in low levels not typical of chronological age Very specific difficulties (dyslexia, dyspraxia) affecting literacy skills, Significant and persistent difficulties following instructions, accepting adult direction and maintaining attention to tasks. Requires highly adapted access to a highly individualised curriculum which has been developed by the SENCo with support from external professionals as required which evidences advices from professionals, interventions implemented and The student’s performance is amongst the lowest 2% of his/her age group. Unable to follow instructions and accept adult direction in a classroom setting. Requires highly adapted access to a highly individualised curriculum. Despite implementation of relevant teaching
cognitive ability and their autism. show behaviour that challenges. They may have no of danger or awareness of danger. There may be problems with sensory processing, auditory processing and executive functioning, planning and organisation, Flexibility of thought Student may be developing their understanding of their difficulty and can manage their levels of occasional mild anxiety and sensory needs. This will on the student, their age, cognitive ability and their autism. Evidence of rigid thought making the student inflexible and unlikely to cope with change resulting in significant signs of stresses and anxiety Evidence of rigid thought, making the student inflexible and unlikely to cope with change, resulting in an extreme response. Evidence of significant difficulties persisting for the student as a result of his/her inflexibility and/or obsessional thoughts. Evidence of rigid thought, making the student totally inflexible and unable to cope with change, resulting in an extreme response. Developmental Profile Uneven progress between subject areas due to problems with particular aspects of communication development – this may be marked between attainment in English Students may have issues relating to health and personal care issues. Limited progress across subject areas due to problems with particular aspects of communication and development which have an extreme impact on learning Little evidence of progress across subject areas due to problems with particular or all aspects of learning which have an extreme impact on progress.