Gross and fine motor skills. Listening skills Environment Environment Environment Learning environment and structure Access to additional equipment e.g. Follow the advice of a specialist on that incorporates visual, auditory and word-processors, iPads and tablets, adaptation to environment. kinaesthetic elements. laptops and Dictaphones. Organisational / environmental Adapted general classroom equipment Access to additional supportive changes - e.g. designated working with scissors, pencil grips, word banks, software e.g. word prediction; Write few distractions; group working; – number lines, subject and topic Online; Clicker; Inspiration/ providing an individualised study skills specific words. Kidspiration; voice to text support. toolkit. Visual timetable, Listening’ Carefully consider adjustments to ‘Active cues, labelled environment at classroom environment e.g. CYP may appropriate visual recognition level, need to sit at the front of the class or class Now and Next board to support away from distractions. transitions. Adapted equipment e.g. desk slopes posture pack, move sit cushions. ’n’ Curriculum Curriculum Curriculum Differentiated multi- sensory Ensure that the curriculum is adapted An individual education programme approaches e.g. visual prompts, to: may include one or more of the sorting activities. Promote full participation following: Alternatives to writing. Support hands on learning Special arrangements applied for Promote independence skills internal/external learning assessments Support social inclusion
Gross and fine motor skills. Listening skills Environment Learning environment and structure that incorporates visual, auditory and kinaesthetic elements. Adapted general classroom equipment – scissors, pencil grips, word banks, number lines, subject and topic specific words. Visual timetable, ‘Active Listening’ cues, labelled environment at appropriate visual recognition level, class Now and Next board to support transitions. Environment Access to additional equipment e.g. word-processors, 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 a specialist on adaptation to environment. Organisational / environmental changes - e.g. designated working with few distractions; group working; providing an individualised study skills toolkit. Curriculum Differentiated multi- sensory approaches e.g. visual prompts, sorting activities. Alternatives to writing. Special arrangements applied for internal/external learning assessments 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: