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.
This report presents the findings from stage two of the evaluation of the Special Educational Needs and Disability (SEN and Disability) Pathfinder Programme commissioned by the Department for Education in September 2011.
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.
In the context of funding from education, a personal budget may be available where the support
provided by the school or other educational setting is insufficient to meet the student’s support
needs. The setting itself might decide to use additional resources, such as the money from ‘pupil
premium’, if the young learner is eligible to receive it.
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.
Social stories are invaluable for SEND learners who thrive on routine where a change is unavoidable, imminent or necessary.
For example, a fire drill, although rehearsed and practised, is still an abnormal occurrence and will usually cause high anxiety. A social story was created for SEND learners with high anxiety levels within our school to ensure that fire drills could be managed safely, calmly and without causing unnecessary distress.
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.
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.