What are the learner and his/her parents’ views? Does the learner require specific intervention/small group work? What are the unique strengths of the learner and how can we incorporate them into intervention support planning? The table below outlines some of the possible intervention which we may explore for students who require additional support. This list is not exhaustive: Category of Details Possible Interventions/Support Need Specific Learning For additional needs/general guidance Difficulty - ADHD Advice for subject teachers on dyslexia-friendly teaching (with or without strategies. medication) In-class support for a specific period of time. Individual/small group teaching at tutor times. Specific Learning 1:1 support out of class. Difficulty – Dyslexia Monitoring of progress and regular assessment. Cognition & Specific Learning Exam access arrangements. Learning Difficulty – Resources might include Toe by Toe, Wordshark, Nessy. Dyscalculia Text reader/speech to text accessibility features on computers. Moderate Learning Project work led by Teacher of Learning Support & Student Difficulty – Global Support Worker. Delay For Complex Needs: Student passports for students with most complex needs. Key worker to develop specific strategies to develop concentration/attention Spelling and reading interventions, depending on level of need including - Precision Teaching, Toe by Toe, ‘Dancing Apples & Pears’. Mathematical problem-solving, reasoning and language intervention: ‘Numicon’, My Maths. Additional multi-sensory learning programmes with a focus upon: Communication, literacy, personal & social development. Students with MLD will require personalised learning with a modified curriculum to meet their needs. (Global Delay) Referral to Vulnerable Learners Service (Advisory Teacher/Educational Psychologist) Autism Spectrum For additional needs/general guidance & Disorder (ASD), Advice to teachers on autism-friendly approaches. Interaction including: Personal profiles/passports with learning and behaviour strategies. Asperger Syndrome In class support for a specific period of - individual Pathological instructions and prompts to keep student focused. Demand Avoidance Advance notice of planned changes to reduce anxiety and Syndrome adjustments where necessary.
What are the learner and his/her parents’ views? Does the learner require specific intervention/small group work? What are the unique strengths of the learner and how can we incorporate them into intervention support planning? The table below outlines some of the possible intervention which we may explore for students who require additional support. This list is not exhaustive: Category of Need Details Possible Interventions/Support Cognition & Learning Specific Learning Difficulty - ADHD (with or without medication) Specific Learning Difficulty – Dyslexia Specific Learning Difficulty – Dyscalculia Moderate Learning Difficulty – Global Delay For additional needs/general guidance Advice for subject teachers on dyslexia-friendly teaching strategies. In-class support for a specific period of time. Individual/small group teaching at tutor times. 1:1 support out of class. Monitoring of progress and regular assessment. Exam access arrangements. Resources might include Toe by Toe, Wordshark, Nessy. Text reader/speech to text accessibility features on computers. Project work led by Teacher of Learning Support & Student Support Worker. For Complex Needs: Student passports for students with most complex needs. Key worker to develop specific strategies to develop concentration/attention Spelling and reading interventions, depending on level of need including - Precision Teaching, Toe by Toe, ‘Dancing Apples & Pears’. Mathematical problem-solving, reasoning and language intervention: ‘Numicon’, My Maths. Additional multi-sensory learning programmes with a focus upon: Communication, literacy, personal & social development. Students with MLD will require personalised learning with a modified curriculum to meet their needs. (Global Delay) Referral to Vulnerable Learners Service (Advisory Teacher/Educational Psychologist) & Interaction Autism Spectrum Disorder (ASD), including: Asperger Syndrome Pathological Demand Avoidance Syndrome For additional needs/general guidance Advice to teachers on autism-friendly approaches. Personal profiles/passports with learning and behaviour strategies. In class support for a specific period of - individual instructions and prompts to keep student focused. Advance notice of planned changes to reduce anxiety and adjustments where necessary.
Gordano-School-SEND-Information-Report-Final-October-2016.docx