Social communication difficulties, including autistic spectrum condition
Level 1-2 strategies to support high quality teaching
0-5
take time to gather as much information as possible about the child and family. Use this alongside your own observations to ensure that provision is matched carefully to the stage of the child's language development.
consider the support offered to parents and carers, and how you involve them in their child's learning. See the websites detailed in resource section for ideas to support parents to engage in their children's learning and development
consideration is given to providing opportunities for the child to access social situations
offering a range of differentiated opportunities for the child to engage in learning through play alongside and with others
use of a range of approaches to support learning , including commenting, joining play, pausing, modelling, re-casting, repeating , sensitive questioning and explicit teaching of skills
comment on what the child is doing (running narrative) rather than asking them lots of questions when supporting expressive language development
alternative forms of recording routinely used
use of visual, auditory and kinaesthetic approaches
resources and displays that support independence
purposeful interactions based on a child's interests
routine feedback to child
keep any means of communication by nodding, smiling and encouraging them to tell more through comments "really…" "Wow…" "a Spiderman outfit…", rather than asking questions
play lots of turn-taking games (can be as simple as turn-taking noises with very young children to playing board games with older children)
advice from a speech and language therapist or specialist outreach language teacher (ECLIPS) is included in the planning
settings should follow the assess-plan-do-review cycle to monitor progress using the EYFS development matters document and other relevant tools
environmental considerations are made to meet the needs of all children
support attention and listening development by minimising distractions where possible when talking and playing with the child
a monitoring system should be in place to assess the child’s need, identify outcomes, implement support and monitor and evaluate progress. Small steps approaches
there are many groups running in children's centres which help to develop children's communication.
ask the parent or carer whether the child has attended their health check as part of the Healthy Child Programme
Support for early years children and families with English as an additional language can be accessed from EMTET through their school readiness offer in their pre-school year. Email the team for support
natural gesture and signing. Makaton is a common simple signing system used alongside spoken language to support children's communication needs.
create photo prompts to support children with making choices
an individual visual timetable may be useful to focus the child, or a simple now and next board
Growing Talk is a session especially designed to develop and grow each unique child’s communication
early years first call is an excellent resource to support settings and families with ideas for the development of language and communication skills
Lincolnshire Music Service provide music tuition classes within settings - including infant music programme and foundation stage
termly planned reviews including the parent should take place to include the child’s voice. Referral to portage services
5-16
there is whole school awareness and understanding of SCD and ASC and its implications for the curriculum, both academic and social or emotional
Autism Education Trust making sense of autism training is up to date for all setting staff. (Access through working together team)
tasks may need to be differentiated by level, outcome, pitch or pace and grouping. Aspects of structured teaching (TEACCH) may be helpful to provide clarity of expectation (see resources section)
class teacher uses appropriate social communication and sensory assessments to inform the plan, review, assess cycle
staff are skilled at selecting appropriate methods and materials into their lesson plans to ensure access across the curriculum for pupils with individual needs. For example, explicit, visual instructions, clear example of what finished looks like, alternative methods of recording considered
provide effective home and school liaison; ‘Success Book’, communication book, regular email feedback
whole class good practice strategies are embedded. For example, use of visual timetable
pupil has regular opportunities to evaluate their performance in learning and social activities
pupil’s self-assessment routinely used to set individual learning and social targets
effective home and school liaison is provided in a way that works for the setting, the family and the pupil
seating is carefully considered
there is consistency across staff, including routine, language and approach
instructions are broken down at a whole class level
teacher limits language, speed of delivery, vocabulary, duration of delivery
pupil's name is used with specific instructions
pupil and family are involved in developing strategies
communication is explicit. For example, concrete positive instructions, praise for specific action, clearly defined expectations
whole class good practice strategies are embedded. For example, use of visual timetable
there are regular opportunities to self-assess performance in learning and social activities. Outcomes are routinely used to set individual learning and social targets
"first, then" examples with objects or pictures are deployed (move to symbols and then words as appropriate)
