Level 3-4 strategies to support targeted interventions
High quality teaching strategies, approaches and adaptations for pupils should be implemented and supplemented
Use a range of strategies depending on the needs of the child to support with individual development
- sensitive groupings to allow for peer support, good role models, focused teaching
- careful consideration of practitioner input, changing pace, expectation and resources
- continual and consistent use of language strategies
- advice from external agencies e.g. Lincolnshire Community Health Services NHS Trust (LCHS) who offer Speech and Language Therapy (SALT) support, including advice and staff training, or the Extended Communication and Language Impairment Provision for Students (ECLIPS) Team. Where a child aged 0-5yrs has been diagnosed with Developmental Language Disorder and is receiving support through the Enhanced Plus level of service, a speech therapist and a specialist language teacher from ECLIPS will work together with the setting to support a child's language, communication and learning needs; offering support with assessment and transition from Foundation Stage into Key Stage 1.
- enhanced opportunities to use technology to enhance communication
- use of visual reminders, timers, resources and rewards to develop independence
- visual clues sensitively placed in the environment and referenced which support a clear daily routine
- there may be need for very structured and multi-sensory approaches to learning. for example
- using modelling of mouth shapes to develop children's oro-motor skills, use of mirrors and sensory experiences
- use real objects, signs or symbols to support receptive and expressive language
- the key person or practitioner takes responsibility for sharing knowledge of the child's strengths and areas for development with all staff. They ensure that resources and approaches are embedded and consistent across the provision to assist with securing best outcomes through the use of:
- visual support to identify areas and resources
- visual support to offer choices and opportunities
- consideration is given to children's sensory needs and adaptations made to facilitate learning and development
- inclusion Development Programme Behavioural, Emotional and Social difficulties document can be found on the EYCC section of the Lincolnshire County Council website
- this is where you can also find ABC or Star analysis documentation to support you with observations of children's behaviour
- select communication and language on the referral form for support from the Speech and Language Therapy Service
- Early Years First Call is an excellent resource to support settings and families with ideas for the development of language and communication skills
5-16
- work with the parent or carer and the pupil to write, implement and monitor progress against personal targets is ongoing
- a record of consultations with any external professionals, such as speech and language therapists, educational psychologists or specialist teacher is systematically kept and outside agency advice reflected in the Individual Education Plan (IEP)
- interventions to develop social communication skills. For example, small group work, negotiating activities, turn-taking and sharing and role play, social stories are delivered as appropriate. Opportunities to rehearse, embed and generalise in real time through a rolling programme of support are built in
- break times and lunchtimes are monitored with strategies in place to reduce anxiety during unstructured times. For example, support or adaptations
- additional access to information technology (I.T.) may be necessary
- pupil may need access to:
- flexible teaching arrangements
- help in acquiring, comprehending and using language
- reference to blank language levels to adapt and develop language skills
- help in articulation and acquiring literacy skills
- where necessary, help in using low level alternative means of communication
- support in using different forms of communication confidently for a range of purposes
- regular reset breaks to maintain capacity for the environment and learning (before times of stress, anxiety or high arousal)
- withdrawal facilities provided for times of stress
- opportunities for the development of social interaction and communication skills from individual starting points
- assessment captures small steps of progress
- access to classroom teaching is supported through ‘scaffolding’ and pre-learning approaches
- overlearning and repetition of learning in a range of environments to aid generalisation of communication and social skills
- strategies used to facilitate transfer from one school or teacher to another, may include passports, one-page profiles, a familiarisation book of photos of the new environment, a file of coping strategies/equipment and social scripts
- structured programmes of work may need to be clearly set out via a visual schedule or 'now and next' approach
- there should be consistency within the classroom in terms of organisation, structure, routines, space and place
- the pupil may need access to a workstation or equipment for Augmented and Alternative Communication (AAC), e.g. Picture Exchange Communication System (PECS) (direct adult input and support will be necessary in early stages), signing or due to sensory integration differences
- spaces to support sensory needs are available; offer a range of sensory equipment. For example, stress balls, fiddle toys, classroom jobs, and movement opportunities
- strategies such as social stories, comic strip conversations, LEGO Therapy, PIKAS and Circle of friends may be used to promote social success and appropriate behaviour
- use of ‘twiddle items’ in learning times
- personalised visual timetable are provided, prompts, checklists, plan of the day
- recognition and adjustment for the pupil seeing the detail and not the concept (fragmented perception)
- Bloom's Taxonomy – for adult questioning
- quiet space available – time out cards, lunch passes
- sensory adaptations, uniform, additional snacks, drinks, toilet breaks, ear defenders, distance from unpleasant sensations, fidgets, or alternative seating.
- staff have received focused training on autism or social communication differences in order to understand the individual’s profile of strengths and areas to develop
- consistency amongst staff, routine, language and approach
- implementation and monitoring of agreed actions following specialist advice
- assess social progress using a resource such as the Autism Progression Framework (see Resources)
- individualised targets, including at least one target focusing on the pupil’s social development
- parent or carer to be involved in the formulation, monitoring and implementation of targets
- use of a home-school liaison in an agreed mode to aid communication. The pupil may need an individual risk assessment and support, de-escalation plan
- staff able to implement assess, plan, review cycle using appropriate tools. Staff able to monitor and assess for access to special exam arrangements
- the school will monitor and assess for access arrangements for examinations, and, where the pupil meets the JCQ criteria, the school will make application for appropriate adaptions in consultation with parents or carers
