Around 1% of school population could be on the autism spectrum. On the basis of this there is a high likelihood that there would be at least one child on the autism spectrum in a school or early years setting at any given time. It has been reported that some families find it difficult to access services for themselves and their children on the autism spectrum. It is the role of the professional to reach out to these families so that they have equal access to the services that are available.
A breakthrough communication game for young people who use signing to support their communication. The superhero ‘Boris’ guides users through games that introduce new signs, in vocational contexts in which they might be used and allows students to practice and improve their ability to make the sign correctly using the sign recognition system helping them focus on improving their signing vocabulary and the clarity of their signing.
Although it is now some time since the implementation of the SEND reforms, this presentation continues to offer useful advice and information to those working in the early years sector about how to plan for adulthood for young children.
I CAN Talk 8 highlights the need to improve the communication skills of young people to help them find and retain jobs. These ‘soft skills’ are more important now than ever as the coalition government outline public spending cuts and the job market contracts.
Less structured parts of the school day can be difficult for autistic children and young people to cope with. Here is guidance on how you can help them to cope better with break and lunch time, exams, homework and changes to the school day.
Since its inception, NGN has been using the Boxall Profile
(a powerful assessment tool developed in the 1970s by
Marjorie Boxall) to measure pupils’ SEBD. By making the
Boxall Profile available online in 2015 the organisation was
able to gather anonymised data from more than 4,715
children and young people in 2015/2016, providing a
snapshot of the SEBD levels experienced by children
and young people and faced by teachers throughout
the UK. This is the Nurture Portrait 2016.
This session looks at medical and mental health problems in children that may be easily masked, or missed, particularly where these can be dangerous if not discovered.
This toolkit aims to raise awareness amongst school and college staff of the range of validated tools that are available to help measure subjective mental wellbeing amongst the student population. This, in turn, will help school and college leaders make use of school and college level data to identify the mental wellbeing needs of students and determine how best to address these.
This resource is intended to be used as part of the wider Inspiring Equality in Education programme tackling homophobic, biphoic and transphobic bullying. It may be that you want to work with staff in your school or college to come up with your own list – or to use this list as part of a staff training exercise.
Caroline is the school's specialist teacher for students with Autism. She has set up a breakfast club, morning support programme to ensure that changes are communicated, children's anxieties are assessed early and their day can proceed without incident. She runs a QZ (Quiet Zone) club to provide a daily space which allows social time to be successful, friendship groups formed and issues resolved for the afternoon.