Impact of Condition on Learning Quality Teaching Strategies/Specialised Adaptations Relevant Information/Assessments The students difficulties that may present in Students may need access to: Staff able to monitor and assess for access to either the home and/or school may include: special exam arrangements. Flexible teaching arrangements; Strategies such as Social Scripts may be used to inability to interpret social cues, Help in acquiring, comprehending and using promote social success/appropriate behaviour. poor social timing, language; Multi-agency advice may be required through the lack of social empathy, Help in articulation; TAF or diagnostic process. rejection of normal body contact or Help in acquiring literacy skills; Multi-agency support may be required due to unawareness of other people’s personal Where necessary, help in using low level overlap of educational, social or health needs. space, alternative means of communication; Parent/carer to be involved in the formulation, sensory reactions to body contact, Support in using different means of monitoring and implementation of targets. difficulties maintaining appropriate eye communication confidently for a range of Use of a home-school diary to aid communication. contact, purposes; Staff have received focused training on the specific lack of social conversation skills, Support in organising and coordinating oral and implications of the effects of SCD/Autism on the literal use and interpretation of speech, written language; student. rigidity and inflexibility of thought Withdrawal facilities provided for times of stress; The student may need an individual risk reduction processes, Opportunities for the development of social plan. resistance to change, interaction and communication skills. A record will be kept of consultation with external solitary play and unusually focussed special Staff to monitor students during break times and professionals, such as the Specialist Teacher , interests. lunchtimes and have strategies in place to reduce Educational Psychologists, CAMHS or Speech and anxiety during unstructured times. may have issues relating to health and Language Therapists if they are involved with the personal care issues student. Curricular language will benefit from ‘scaffolding’ approaches. The student can exhibit highly atypical behaviour, such as: obsessive, challenging and/or Additional access to I.T. may be necessary. withdrawn behaviours, an inappropriate use of The student may need considerable preparation for language, abnormal responses to sensory changes in routine. experiences and signs of distress requiring significant adjustments. Provision map targets will be addressed through individual, small group and class work within the curriculum framework.
Impact of Condition on Learning Quality Teaching Strategies/Specialised Adaptations Relevant Information/Assessments The students difficulties that may present in either the home and/or school may include: inability to interpret social cues, poor social timing, lack of social empathy, rejection of normal body contact or unawareness of other people’s personal space, sensory reactions to body contact, difficulties maintaining appropriate eye contact, lack of social conversation skills, literal use and interpretation of speech, rigidity and inflexibility of thought processes, resistance to change, solitary play and unusually focussed special interests. may have issues relating to health and personal care issues The student can exhibit highly atypical behaviour, such as: obsessive, challenging and/or withdrawn behaviours, an inappropriate use of language, abnormal responses to sensory experiences and signs of distress requiring significant adjustments. Students may need access to: Flexible teaching arrangements; Help in acquiring, comprehending and using language; Help in articulation; Help in acquiring literacy skills; Where necessary, help in using low level alternative means of communication; Support in using different means of communication confidently for a range of purposes; Support in organising and coordinating oral and written language; Withdrawal facilities provided for times of stress; Opportunities for the development of social interaction and communication skills. Staff to monitor students during break times and lunchtimes and have strategies in place to reduce anxiety during unstructured times. Curricular language will benefit from ‘scaffolding’ approaches. Additional access to I.T. may be necessary. The student may need considerable preparation for changes in routine. Provision map targets will be addressed through individual, small group and class work within the curriculum framework. Staff able to monitor and assess for access to special exam arrangements. Strategies such as Social Scripts may be used to promote social success/appropriate behaviour. Multi-agency advice may be required through the TAF or diagnostic process. Multi-agency support may be required due to overlap of educational, social or health needs. Parent/carer to be involved in the formulation, monitoring and implementation of targets. Use of a home-school diary to aid communication. Staff have received focused training on the specific implications of the effects of SCD/Autism on the student. The student may need an individual risk reduction plan. A record will be kept of consultation with external professionals, such as the Specialist Teacher , Educational Psychologists, CAMHS or Speech and Language Therapists if they are involved with the student.
Good%20Practice%20-Mainstream%20Minimum%20Standards%20-%2026.11.15%20NS%20review.docx