In the context of funding from education, a personal budget may be available where the support
provided by the school or other educational setting is insufficient to meet the student’s support
needs. The setting itself might decide to use additional resources, such as the money from ‘pupil
premium’, if the young learner is eligible to receive it.
This example offers a tried and tested way of planning and teaching RE for pupils with special needs. It addresses many of the concerns expressed by teachers of RE in special schools, about how best to create an approach to RE which meets these pupils’ distinctive needs and values their personal experiences.
This session highlights some of the specific challenges faced by learning disabled children, young people and their families. It includes positive examples of good practices that have been helpful in improving the experience of everyday activities and accessing services.
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.
This is guidance for providers of children’s homes and residential special schools, issued jointly by the President of the Court of Protection and Ofsted, on the deprivation of liberty under the Mental Capacity Act 2005.
This Our Family, My Life is an Early Support resource is a set of information templates, developed and owned by the young person and/or family. It brings together all relevant information about a child's, young person's and family's strengths and support needs, as well as their priorities and their aspirations for the future. It includes a single support plan format to use to support a single assessment and planning process.
This session explains how professionals from different sectors can help achieve better outcomes for many disabled children and young people by helping to advocate on issues that are affecting the disabled child, young person or their family, or signposting to independent advocates when appropriate.
This tool was developed as part of the Better Communication Research Programme (BCRP) in 2012. The BCRP was a 3 year research programme that was part of the Government's response to the 2008 Bercow Review of provision of services for children with speech, language and communication needs (SLCN).
The Communication Trust are supporting the BCRP to share their findings.
The tool is designed to profile the oral language environment of the classroom.