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How do we appropriately address learners' needs? For example, instead of asking why a learner does something, what is happening internally or externally that causes the learner to communicate their needs using ‘challenging behaviour’?

Adapting to the learner's environment-is there something that is making the learner feel uncomfortable, as a teacher is it worth picking a battle or are there other ways that could help?

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Reception

Currently being referred for ASD / ADHD

·       Struggles to follow instructions.

·       Easily distracted when doing focused tasks

·       On his own agenda.  Wants to have control over all situations

Struggles socially due to wanting to control the play.  Will lose interest if he can’t control the game

·       Sometimes makes involuntary and repeated noises. I don’t think he knows he’s doing it and it often happens when he’s totally engrossed / engaged in activity.

·       He will talk to adults and children in the same way – not differentiation for different people or contexts.

·       Will interrupt or talk over people.  Struggles with social awareness.

·       Can become obsessed over certain things.  He went through a phase of stealing gloves and wearing them all on one hand. Sensory?

Strategies

All focussed work is done in afternoon when it's quieter

Timer used

Consistent routines

Given special tasks to allow him some control

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Year 4

Dyslexia

Low reading level. Struggles to access many of the materials. Aware of the dyslexia and is playing on their mind.

Phonics-based programs: Use programs designed to improve reading skills by focusing on letter sounds.

Reading aloud: Read together or have them listen to audiobooks while following along with the text.

Break down tasks: Instead of overwhelming them with long reading assignments, break them into smaller, manageable chunks.

Writing tools: Provide tools such as speech-to-text programs or word processors with spell check features to assist with writing tasks.

Patience and encouragement: Acknowledge their strengths and celebrate progress, even small wins. This builds confidence and motivation.

Reduce distractions: Create a quiet and comfortable learning space with minimal distractions.

Routine and structure: Consistent routines can help reduce anxiety and provide stability.

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Y6 Learner: MAT. Struggled with anxiety and pressure. This year looked into social and emotional strategies. Positives have been learner has better relationships with staff and dealing with getting things right and wrong and accepting she can get things wrong. Wellbeing sessions and check ins with parents have also been a huge help

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Making sure that every adult involved with the child throughout the day at school is made aware of their needs and how we support them.

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Unit 2

Reception

Providing visuals

Reduced verbal

Declutter rooms

directed choice/activities

Now and then

Reward charts

Routines

Clear instructions.

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We spoke about like using the name for pupils with asd to know they are required to do something but I used 5 pupil names and sent them to do one job, then called another 5 and sent them so every pupil felt like they had a role to do and set a timer which gave them a time to do it which was usually more than enough time to complete the tasks but it also allowed them to do things which if you said “everyone do this” then they wouldn’t feel lost

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Reception - 4 years old (Unit 8)

Behavioural, emotional and social, and Physical and/or sensory.

Expectations need to be clear to the child.

Need to be aware of the symptoms and how they are presenting - can be linked to their feelings.

Support child with playing with peers.

Provide clarity about routines and expectations.

Give recognition for appropriate behaviour.

Consistent use of rewards.

Capitalise on their strengths and provide activities which they can be successful.

Now and next cards / traffic lights / Emotional coaching / clear and simple instructions / consistent boundaries.

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Making sure you allocate " time " for learners with ALN to develop at their own speed.

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Context:

age of learner

needs or characteristics of learner

Provision:

resources

strategies

Any other info/comments?