ASDAN has been supporting centres with their SEND provision for more than 20 years; providing appropriate courses for young people with barriers to learning is at the very heart of our organisation. This booklet provides information about ASDAN courses for SEND provision, including our Preparing for Adulthood programmes and Entry-level qualifications.
Earlier this year, ASDAN commissioned SEND expert Richard Aird OBE to undertake the review with the aim of ensuring our provision is fit for purpose and future-proofed.
Richard has 30 years’ experience as headteacher of four special schools and has provided advice to the Department for Education (DfE), most notably as a member of the Rochford Review (2016) and the Review of Teachers’ Standards (2011).
These resources aim to support parents by giving ideas and activity suggestions around teaching specific skills within different areas of development.
The ‘Portage Top Tips: Teaching Your Child Using the Portage ‘Small Steps’ Approach’ provides some general tips and introduction to the Portage ‘Small Steps’ approach.
new skills. Visit the link to explore more Portage Top Tips resources for parents
The NPA provide training and support to the early years workforce to develop Portage practice.
The Portage Workshop and training also aims to support the implementation of Portage principles within early years settings.
The Portage Workshop is an introduction to the Portage Approach to working with children with additional needs and their families. Suitable for anyone interested in finding out more about the Portage model, including early years practitioners, therapists and parents.
This award is available to early years settings (including childminders and foster carers) whose staff have completed the Portage Workshop and demonstrate that they deliver high quality, inclusive early years education, based on the Portage model and Portage principles.
For criteria and application information visit the link.
A guide to support practionners develop an understanding of autism, including related social and communication difficulties, within the context of PE and sport. The guide is designed to be a practical toolkit, building upon knowledge of autism and some of the key considerations for making PE and sport inclusive to all.
For the past two years, we have self-funded and ran our own ASD inclusion HUB. This is open during the afternoon, whereby children (either diagnosed, on the pathway to diagnosis, or on the school ‘radar’) are taught in an environment which focuses on their social, emotional and communication needs.