Transitions to next stage of education or to employment
responds to a phased transition to a change in environment (education setting) and additional support and monitoring over initial transition period
requires regular prompts and guidance to complete activities and struggles to think ahead in time (7-8) and will only organise their day with explicit instructions or chaperoning and direct guidance or steering, and often refuses this guidance (9-10)
uses specific instructions for most tasks, and can follow simple instructions (7-8) and requires specific instructions for all tasks (9-10)
can sometimes select preferences for their future from some simple options, and can indicate steps they would like to take towards achieving these from options defined by others (7-8) . Can sometimes indicate preferences or agreement for future plans that others suggest (9-10)
Friends, relationships & community
struggles to engage in many social interactions and follow social norms (which may include inappropriate sexualised behaviour), and to communicate with some unknown others on some occasions.
struggles to follow social norms displaying inappropriate sexualised behaviour OR struggles to follow social norms, at times displays inappropriate sexualised behaviour (7-8). Does not understand social norms and struggles to control sexualised thought and feelings, resulting in frequent inappropriate sexualised behaviour (9-10)
will often follow the instructions of others or their own wishes, without considering their own safety or the safety of others
has limited expression of their own wishes and feelings, particularly when with unknown others
struggles to keep to plans that are not their own (7-8). Only follows their own plans and significant distress or disruption occurs if other activities take place (9-10)
can use public transport with assistance (7-8). Travels privately (9-10)
Independent Living
has limited self-care skills, and cannot manage in two or more of the following: using the toilet, washing or dressing (7-8). Cannot attend to their own self-care needs (dressing, using the toilet, washing) but may express some preferences e.g. choice of clothing (9-10)
cannot prepare food for themselves but under instruction could undertake simple tasks relating to eating and drinking (For example, using tap to get water, fetching pre-made food,choosing healthy food)
with significant monitoring, reminders and prompts, the pupil stays safe in the home
can express some preferences in relation to purchases
Good Health
can sometimes communicate their health needs, whether physical or mental, in a basic way, but often requires prompts (7-8). Cannot communicate their health needs, whether physical or mental (9-10)
requires prompting to complete some basic healthcare management tasks, for example, taking medication, and requires support to manage all that are not routine (7-8). Is not aware of how to manage their own health needs (9-10)
can take steps to manage emotional responses when prompted (7-8). Responds after a time when others take steps to support them to manage their emotional responses (9-10)
