All regions -
18 May 2018
This resource is from the original suite of IDP resources originally published by the DfE in 2009. It contains a wealth of information about Supporting children on the autism
spectrum: Guidance for practitioners in the Early Years Foundation Stage
We use a whole class assessment to identify needs. This provides a holistic framework; created and put on our assessment tool (Classroom monitor), for children who show limited progress; highlighted via monitoring systems, to address reasons why.
Since qualification and the completion of the dyslexia module within this course I have gained a great deal of information and knowledge that has given me a deeper understanding of what is involved in gathering information and delivering specialised interventions successfully.
We use the ‘Switch on to Reading’ scheme to accelerate progress within reading. Children selected are identified as having difficulties with learning to read using phonic strategies and are therefore working below their expected level. Sessions are on a 1:1 basis, last 30 minutes and are carried out every day.
We use a number of interventions; pre and post tutoring to evidence progress and impact, precision teaching, and paired reading; these are delivered 1:1. Through our use of evidence based paired reading we have seen 2 years progress over 12 weeks for some pupils. Precision teaching has been effective where other interventions have failed.