cognitive ability and their show behaviour that autism. challenges. There may be problems with sensory They may have no processing, auditory of danger or processing and awareness of danger. executive functioning, planning and organisation, Flexibility of thought Student may be Evidence of rigid thought Evidence of rigid Evidence of rigid developing their making the student thought, making the thought, making the understanding of their inflexible and unlikely to student inflexible and student totally inflexible difficulty and can manage cope with change unlikely to cope with and unable to cope their levels of occasional resulting in significant change, resulting in an with change, resulting mild anxiety and sensory signs of stresses and extreme response. in an extreme needs. This will on the anxiety response. student, their age, Evidence of significant cognitive ability and their difficulties persisting for autism. the student as a result of his/her inflexibility and/or obsessional thoughts. Developmental Profile Uneven progress Students may have Limited progress Little evidence of between subject areas issues relating to health across subject areas progress across due to problems with and personal care issues. due to problems with subject areas due to particular aspects of particular aspects of problems with communication communication and particular or all aspects development this may development which of learning which have – be marked between have an extreme an extreme impact on attainment in English impact on learning progress.
cognitive ability and their autism. show behaviour that challenges. They may have no of danger or awareness of danger. There may be problems with sensory processing, auditory processing and executive functioning, planning and organisation, Flexibility of thought Student may be developing their understanding of their difficulty and can manage their levels of occasional mild anxiety and sensory needs. This will on the student, their age, cognitive ability and their autism. Evidence of rigid thought making the student inflexible and unlikely to cope with change resulting in significant signs of stresses and anxiety Evidence of rigid thought, making the student inflexible and unlikely to cope with change, resulting in an extreme response. Evidence of significant difficulties persisting for the student as a result of his/her inflexibility and/or obsessional thoughts. Evidence of rigid thought, making the student totally inflexible and unable to cope with change, resulting in an extreme response. Developmental Profile Uneven progress between subject areas due to problems with particular aspects of communication development – this may be marked between attainment in English Students may have issues relating to health and personal care issues. Limited progress across subject areas due to problems with particular aspects of communication and development which have an extreme impact on learning Little evidence of progress across subject areas due to problems with particular or all aspects of learning which have an extreme impact on progress.
indicator_of_need_communication_and_interaction.docx