The Autism Education Trust for children and young people on the Autism Spectrum () The Communication for speech, language and communication difficulties () I CAN helps children communicate – Provision Provision Provision Adults adjust their use of spoken, Provide a range of materials to support Interventions to address long term instructional language. and develop language skills. learning and skill development which Adults model to children and young Provide software to underpin learning are planned and differentiated by the people a range of strategies for e.g. Communicate in and Clicker. class/subject teacher following effective communication. Staff may be utilised to support CYP to specialist advice. Adults check regularly that children make progress towards meeting their Support given to implement individual and young people have understood SEN Outcomes by; therapy programme to address speech verbal input. Promoting participation and language and communication skills as Alternative recording methods are independence through prompting, advised by therapists. utilised. encouragement and modelling. Individualised software programmes Availability and planned use of multi-sensory teaching recommended by professionals supportive software e.g. Clicker. approaches. working with the CYP. Analysis of curriculum content to plan Acting as scribe/reader at points appropriate differentiation. during teaching sessions or in test Pupils’ preferred methods of recording/ situations, providing opportunities communication used for teaching and to develop these skills whenever assessment. possible. Focus on key concept/objective. Supporting social inclusion. Peer support and sensitive Supporting work experience. grouping/pairing for practical activities.
The Autism Education Trust for children and young people on the Autism Spectrum () The Communication for speech, language and communication difficulties () I CAN – helps children communicate Provision Adults adjust their use of spoken, instructional language. Adults model to children and young people a range of strategies for effective communication. Adults check regularly that children and young people have understood verbal input. Alternative recording methods are utilised. Availability and planned use of supportive software e.g. Clicker. Analysis of curriculum content to plan appropriate differentiation. Pupils’ preferred methods of recording/ communication used for teaching and assessment. Focus on key concept/objective. Peer support and sensitive grouping/pairing for practical activities. Provision Provide a range of materials to support and develop language skills. Provide software to underpin learning e.g. Communicate in and Clicker. Staff may be utilised to support CYP to make progress towards meeting their SEN Outcomes by; Promoting participation and independence through prompting, encouragement and modelling. multi-sensory teaching approaches. Acting as scribe/reader at points during teaching sessions or in test situations, providing opportunities to develop these skills whenever possible. Supporting social inclusion. Supporting work experience. Provision Interventions to address long term learning and skill development which are planned and differentiated by the class/subject teacher following specialist advice. Support given to implement individual therapy programme to address speech language and communication skills as advised by therapists. Individualised software programmes recommended by professionals working with the CYP.