This is a summary document of the DfE-funded BDA Teaching for Neurodiversity project looking at four examples of best practice. Researched by the Faculty of Education, Manchester Metropolitan University, Dr. Dominic Griffiths and Dr. Kath Kelly.
We currently buy in a speech therapist for one day a week; she works alongside a teaching assistant in school who is designated to SALT provision full time. This enables us to screen children very on an implement appropriate provision for them.
Within our time out area is a comfy chair and sensory timer. Identified students are issued with a pass that enables to access this time out zone. They set the sensory timer to 10 minutes and complete the ‘emotic’ sheet before returning to their lesson.
To improve outcomes for our children with SEMH we have a pastoral team and learning mentors who work closely with our SENCo to offer social groups, 1:1 support, lunchtime and unstructured time provision and in-class support for our children.