lack of conversational functioning and/or skills, literal use and social withdrawal interpretation of speech, rigidity of thought processes, resistance to change, solitary play and unusually focussed special interests. May have issues relating to health and personal care issues. Curriculum access/ Some difficulties in Significant and student participation following instructions, Students may exhibit persistent difficulties The student’s accepting adult direction difficult to manage following instructions, performance is and maintaining attention behaviour in a variety of accepting adult amongst the lowest 2% to task which may be learning and/or social direction and of his/her age group. significant, settings within the school. maintaining attention to Difficulties impact on tasks. Requires highly Unable to follow access to curriculum Speech and language adapted access to a instructions and accept without school based difficulty prevents access highly individualised adult direction in a support. to a large part of the curriculum which has classroom setting. curriculum. been developed by the Requires highly The student may show Will have low attainment SENCo with support adapted access to a under achievement in a reflected in low levels not from external highly individualised number of curriculum typical of chronological professionals as curriculum. areas, not predicted by age required which reference to his/her evidences advices general ability with levels Very specific difficulties from professionals, Despite of attainment that are (dyslexia, dyspraxia) interventions implementation of affecting literacy skills, implemented and relevant teaching
lack of conversational skills, literal use and interpretation of speech, rigidity of thought processes, resistance to change, solitary play and unusually focussed special interests. May have issues relating to health and personal care issues. functioning and/or social withdrawal Curriculum access/ student participation Some difficulties in following instructions, accepting adult direction and maintaining attention to task which may be significant, Difficulties impact on access to curriculum without school based support. The student may show under achievement in a number of curriculum areas, not predicted by reference to his/her general ability with levels of attainment that are Students may exhibit difficult to manage behaviour in a variety of learning and/or social settings within the school. Speech and language difficulty prevents access to a large part of the curriculum. Will have low attainment reflected in low levels not typical of chronological age Very specific difficulties (dyslexia, dyspraxia) affecting literacy skills, Significant and persistent difficulties following instructions, accepting adult direction and maintaining attention to tasks. Requires highly adapted access to a highly individualised curriculum which has been developed by the SENCo with support from external professionals as required which evidences advices from professionals, interventions implemented and The student’s performance is amongst the lowest 2% of his/her age group. Unable to follow instructions and accept adult direction in a classroom setting. Requires highly adapted access to a highly individualised curriculum. Despite implementation of relevant teaching
indicator_of_need_communication_and_interaction.docx