We recognize that pupils need both social outcomes and academic outcomes to lead as independent as lives as possible. As a school for pupils with a diagnosis of Autism, we have chosen School-Wide Positive Behaviour Support (SW-PBS) as a framework to prioritise teaching core social outcomes and alternatives to behaviours that could be challenging to mainstream settings.
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.
1:1 support for a pupil with an EHCP at Secondary is unusual. They will most likely be the only child in their year group with specific support. The support might be in place due to a SpLD or diagnosis such as Aspergers. The key is finding good quality support: someone who will ensure that their pupil doesn't feel any different to other pupils in their class.
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.
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.
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 document provides a detailed framework for good practice in the provision of SEND Information, Advice and Support Services.
The document can be used by local authorities, IAS Services, other local support services, children, young people and parents/carers in order to clarify expectations and to determine whether local IAS Services meet good practice or not.
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.
On our school website we have our ‘Local Offer’ for parents to access and read. I was very aware for some of our parents there was far too much information on this document. I have created a parents leaflet that summarises our local offer and makes it more accessible to all parents. This was shared at the most recent Coffee Morning and encouraged parents to look on our website if they wanted to look at the more in-depth version.