Guidance as to when P scales should be reported, Level descriptors for performance levels 1 – 8 and guidance on how to improve provision for pupils with special educational needs and/or disabilities and learning difficulties, who are working below level 1 of the National Curriculum.
This book is aimed at anyone providing a service to children under five and their families such as local authorities, children’s centres and children’s groups. It ensures best practice in supporting young children’s speech, language and communication development by helping practitioners and organisations to reflect on their practice and to measure outcomes.
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.
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.
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.