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.
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.
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.
Due to need, existing good practice and the publication of a number of government documents/research on the topic, I have produced a mental health policy for our school that focuses on individual pupils, whole school practice and families.
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.