Whole school approaches and strategies

• Whole school awareness and understanding of the children’s or young person’s communication and interaction needs.
• Learners will access strategies and resources typically available in the ordinary classroom, with an emphasis on visual teaching aids to support learning and social activities
• Tasks may need to be differentiated by level, outcome, pitch, pace and grouping. Aspects of structured teaching might be helpful
• Staff are skilled in adjusting the pace and order of activities to maintain interest and attention.

Reasonable adjustments and quality first teaching strategies

Identified barrier and/or need

Provision and/or strategies: approaches, adjustments and specific interventions expected to be made by settings according to the ages and stages of the learners

Difficulties expressing themselves and being understood by others

• Model language for the learner, focusing on key words or vocabulary.
• Deliver individual or small group language sessions using evidence-based interventions focusing on vocabulary, word level work, social communication organisational skills eg, early language stimulation programme, I Talk.
• Implement a language programme devised by a speech and language therapist (SALT) or via use of CYPIT toolkit.
• Allow time for learners to process and respond eg, use the 10 second rule.
• Introduce a variety of language through rhymes, songs.
• Support and encourage the learner’s attempts to speak.
• Provide an additional method of communicating eg, use of ICT, symbol communication eg, Makaton, Picture Exchange Communication System (PECS).

Difficulties comprehending words spoken to them

• Key words and vocabulary should be emphasised when speaking.
• Tailor the number of information carrying words included in spoken instructions to the amount the learner is able to comprehend. 
• Use a delivery style tailored to the learner’s needs eg, ‘bossy talk’ (give name and clear short instruction) or language modification techniques such as speaking slowly to allow time for processing.
• Use a range of multi-sensory approaches to support spoken language and key vocabulary eg, symbols, visual timetables, role play, artefacts, concrete artefacts.
• Allow time for the children to process the information.
• Show learners how to clarify the meaning of spoken language eg, use visual feedback system to demonstrate whether information has been understood.
• Minimise auditory distractions in the environment.
• Gain the learner’s attention before speaking to them – use the learner’s name or agreed cue.
• Ensure the learner’s hearing has been tested by the appropriate medical professional.
• Use pre-teaching of topic vocabulary.
• Use of first, then, next…
• Use Now (you are doing this) and Next (you are going to be doing that) boards to give the student a clear understanding of their routine.
• Allow access to an oral language modifier for assessments.
• Display photographs of staff with names around the school.

Difficulties with peer relationships, understanding and/or using social rules of communication

• Model or role play social situations for the learner.
• Use of individual or small group sessions designed to provide the learner with an understanding of social norms and develop their social skills eg, Attention Autism, Circle of Friends, Comic Strip conversations, Helping Young children to Speak with Confidence, Social Stories, Time to Talk.
• Use prompts to encourage the pupil to use appropriate means of communicating eg, symbols, signing systems.
• Provide clear communication of expectations.

Difficulties with language and communication

• Gain the learner’s attention before speaking to them (use the learner’s name or agreed cue), followed by a simple instruction eg, ‘Jack, stop’.
• Minimise use of abstract language (avoid sarcasm and figures of speech) and use literal language.
• Supplement spoken language with symbol communication eg, Picture Exchange Communication System (PECS).
• Be mindful of your body language - 70% of what we communicate is non-verbal.
• Be aware of what would be an appropriate tone of voice eg, calm, not too loud.
• Be aware of what would be an appropriate environment, consider noise, room temperature, lighting and room layout.
• Be aware of use of language - some learners may need a language rich environment, others may need it to be kept simple.
• Use photos to talk through what events may occur in the future.

Difficulties with imagination

• Use role play, drama and props (eg, puppets) to aid the development of the learner’s imagination.
• Read stories to and with the learner.

Anxiety in busy

unpredictable

environments

• Prepare learner for change of activity or routine.
• Undertake small group and one-to-one tasks with the learner.
• Aim to create a calm and predictable learning environment.
• Clearly communicate expectations and boundaries.
• Use a visual timetable.
• Provide the learner with regular mentor support which may include adults or peers.

Sensitivity to sensory

stimuli

• Use sensory breaks and snacks.
• Be flexible with uniform policy.
• Consider the learning environment eg, noise, room temperature, visual stimuli, proximity.
• Have a flexible approach to transitions eg, between lessons and to and from school.
• Provide the learner with access to a safe haven to prevent them becoming overwhelmed.

Physical outbursts

causing harm to others

and/or to self and/or

damage to property

• Use a consistent approach to managing individuals with ‘reasonable adjustments’ made.
• Try to understand the function or purpose of the behaviour eg, consider exceptions when this behaviour does not occur and use ABC charts to identify potential triggers of the behaviour.
• Communicate with families and staff about what might be happening at home (eg, divorce, bereavement, illness) and strategies that work or do not work for the learner.
• Agree a plan of action with parents and carers with regards to physical intervention.
• Develop a risk management or reintegration plan where appropriate.
• Implement preventative and de-escalation strategies eg, time out card.
• Provide the learner with access to a safe haven which can be used to reflect and de-escalate.
• Deliver interventions focusing on resilience, regulating and expressing emotions eg, the incredible fivepoint scale.

Limited attention span

compared to

developmentally

appropriate milestones

• Provide the learners with regular, short breaks.
• Chunk subject matter and break tasks down.
• Use visual timetables.
• Use backward chaining: chain parts of the task together eg, allow the learner an opportunity to complete the end steps of tasks so they experience success and encourage the pupil to gradually complete more of the final steps of the exercise, until they can undertake the whole activity.
• Gain the learner’s attention before speaking to them: use the learner’s name or agreed cue.
• Ensure the learner has understood the instruction by asking them to state what they are expected to do.
• Use timers so learners know they only have to focus for a comfortable amount of time.
• Use individualised timetables.
• Rules of good listening displayed, taught, modelled and regularly reinforced.

Difficulties expressing themselves and being understood by others

• Model language for the learner, focusing on key words and vocabulary.
• Deliver individual or small group language sessions using evidence-based interventions focusing on vocabulary, word level work, social communication organisational skills eg, early language stimulation programme, I Talk.
• Implement a language programme devised by a speech and language therapist (SALT) or via use of CYPIT toolkit.
• Allow time for learner to process and respond eg, use the 10 second rule.
• Introduce a variety of language through rhymes, songs.
• Support and encourage the learner’s attempts to speak.
• Provide an additional method of communicating eg, use of ICT, symbol communication e.g. Makaton, Picture Exchange Communication System (PECS).