Short attention span for subjects that do not Difficulties which impact on concentration, Experiences high levels of difficulties interest him/her ability to engage with work and attend impact on concentration, ability to engage education. with work and attend education. Is unable to manage these difficulties independently Gaining the ability to organise self and belongings Difficulties with organising self and Does not understand the need to organise and is working towards some independence in self and belongings and is unable to do so belongings impact on ability to participate these skills independently. This is unlikely to change in learning independently Uses visual communication to support learning in Uses visuals/signing etc to support their Communication impact severely on some activities ability to take full part in learning communication in all lessons opportunities Able to access and take part in learning activities Experiences difficulties accessing and Experiences high levels of difficulties with additional equipment, reasonable accessing and taking part in learning taking part in learning activities due to adjustments and some support activities due to physical, sensory and/or physical, sensory and/or medical needs. medical needs. Is unable to manage these Can manage sometimes but unable to difficulties independently or in line with manage these difficulties independently or peers in line with peers in all situations person can understand what people are communicating Does the child/young person have difficulties in this area? If no, please go to Outcome 6. YES/NO Low level difficulties Medium level difficulties High level difficulties Understands when reduced language is used, Understands when language is broken Unable to understand and carry out simple additional time is given and/or instructions are down and pictures, real objects etc used instructions independently or in line with repeated alongside verbal instructions age, despite repetition, clarification and augmented communication systems Unable to understand the routines and Unable to understand the routines and Uses augmentative and alternative expectations in environment without regular expectations within their environment communication system, eg communication preparation and explanation without daily preparation and explanation, booklet, PECS, Makaton, BSL, touch cuing, including use of pictures, symbols, objects, sign supported English, objects of reference, signs and social stories visuals etc as primary/only communication
Short attention span for subjects that do not interest him/her Difficulties which impact on concentration, ability to engage with work and attend education. Experiences high levels of difficulties impact on concentration, ability to engage with work and attend education. Is unable to manage these difficulties independently Gaining the ability to organise self and belongings and is working towards some independence in these skills Difficulties with organising self and belongings impact on ability to participate in learning independently Does not understand the need to organise self and belongings and is unable to do so independently. This is unlikely to change Uses visual communication to support learning in some activities Uses visuals/signing etc to support their communication in all lessons Communication impact severely on ability to take full part in learning opportunities Able to access and take part in learning activities with additional equipment, reasonable adjustments and some support Experiences difficulties accessing and taking part in learning activities due to physical, sensory and/or medical needs. Can manage sometimes but unable to manage these difficulties independently or in line with peers in all situations Experiences high levels of difficulties accessing and taking part in learning activities due to physical, sensory and/or medical needs. Is unable to manage these difficulties independently or in line with peers person can understand what people are communicating Does the child/young person have difficulties in this area? If no, please go to Outcome 6. YES/NO Low level difficulties Medium level difficulties High level difficulties Understands when reduced language is used, additional time is given and/or instructions are repeated Understands when language is broken down and pictures, real objects etc used alongside verbal instructions Unable to understand and carry out simple instructions independently or in line with age, despite repetition, clarification and augmented communication systems Unable to understand the routines and expectations in environment without regular preparation and explanation Unable to understand the routines and expectations within their environment without daily preparation and explanation, including use of pictures, symbols, objects, signs and social stories Uses augmentative and alternative communication system, eg communication booklet, PECS, Makaton, BSL, touch cuing, sign supported English, objects of reference, visuals etc as primary/only communication
sen_ras_6-16_version_3_0_final_2017.docx