Ensure opportunities for success. Maximise opportunities to develop Printed resources are clearly set out receptive language, expressive and use concise language. language and social communication Provide pre-teaching of vocabulary skills presented through group and spellings of all new subject activities to develop: specific words. - Social and emotional aspects of Provide templates to support planning learning and expression of ideas such as - Self-awareness writing frames or task management - Self-organisation and boards. independence Provide support with homework tasks. -Communication skills - Listening skills Environment Environment Environment Communication Friendly Environment. Carefully consider adjustments to Follow the advice of specialist on School undertakes regular sensory classroom environment e.g. CYP may adaptation to environment. audits, involving CYP with sensory need to sit at the front of the class or Organisational / environmental needs. away from distractions. changes - e.g. designated working Provision of a calm area/ haven. Organisational / environmental area with few distractions or Differentiated, developmentally changes - e.g. designated working individualised working environment for appropriate visual support e.g. Task area with few distractions or small large parts of lessons. management Visual timetable, group working for parts of lessons. Language Through Colour or Colourful Time out facility as a short-term Semantics measure with the aim of returning to Use of Semantic dictionary, class. 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
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.