Environment Environment Environment Learning environment and structure that Access to additional Follow the advice of incorporates visual, auditory and kinesthetic equipment e.g. specialist on adaptation elements iPads and tablets, to environment Adapted general classroom equipment scissors, laptops and Dictaphones Organisational / – pencil grips, work banks, number lines, subject Access to additional supportive environmental changes - and topic specific words software e.g word prediction; e.g. designated working Visual timetable, Listening’ cues, labelled Write Online; Clicker; with few distractions ; ‘Active environment at appropriate visual recognition level Inspiration/Kidspiration; voice small group working; to text support providing an Carefully consider adjustments individualised study to classroom environment e.g. skills toolkit CYP may need to sit at the Flexible arrangements – front of the class or away from e.g. on site / off site distractions longer term facility to Adapted equipment e.g desk provide personalised slopes posture pack, move learning opportunity. ’n’ sit cushions Curriculum Curriculum Curriculum Differentiated approaches e.g. visual Ensure that the curriculum is An individual education prompts, sorting activities adapted to programme may include Alternatives to writing Promote full participation one or more of the Special arrangements applied for internal/external Support on learning following; learning assessments when are additional Promote independence skills learning needs identified. Support social inclusion Flexible grouping arrangements
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;
Normally-available-resources-and-MCS-appendix-6.docx