The re-development of provision for learners who have high needs/SEN has been highly successful in the last few years with over 180 full time high needs learners each year. The introduction of work placements and greater independence training have provided young people attending the College with opportunities to ensure successful progression into adulthood.
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.
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.
Heart of Worcestershire College has an ambitious drive towards ensuring provision for learners with disabilities takes centre stage in its development of learning opportunities. This has resulted in excellent outcomes for learners resulting in meaningful impact for their lives and work.
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.
The module’s content gives insight not just into teaching pupils with autism spectrum disorders (ASD) in schools, but also how people deal with ASD as they progress into adulthood and independent living.
This module is designed for the teachers of learners on the autism spectrum. It features 20 units, including the initial 9 that discuss general good practice.
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.
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.