Communication and Interaction Post-16
Universal Quality First Teaching : Needs
- All students need to be able to understand and use language effectively to access the curriculum and communicate with others. Student’s linguistic competence supports their learning as well as their communication skills.
- Students may have difficulty in understanding others and in expressing themselves. They may have difficulty with fluency of speech in forming sounds and words and in expressing their thoughts and ideas clearly.
- Students may have difficulty with social interaction. They may have difficulties with attention and listening; social understanding and lack flexibility in thought and behaviour.
- Difficulties with communication and interaction may mean that students need some short term support but it should not be assumed that they have special educational needs.
Universal Quality First Teaching : Strategies
All students will require access to the following Intervention and Support approaches:
- Guidance to ensure that students are enrolled on the appropriate course suited to their needs and aspirations.
- Curriculum differentiated appropriately to take account of individual needs.
- Staff set personalised learning targets for all students.
- An environment that takes account of their communication and interaction needs.
- Curriculum access facilitated by modification of task presentation.
- Transition between tasks and specific use of visual communication systems (e.g. visual timetable, visual agenda, Now and Then boards).
- Flexible use of staffing and resources to support access to learning and teaching.
- Positive self-esteem maintained through developing areas of strength.
- Staff appropriately prepare students for routine changes (e.g. change in lessons, change in activity, change in teaching staff).
- Leisure, sports and community activities which can provide opportunities to reinforce student’s strengths and for social communication in an informal setting.
- Staff model appropriate social behaviour and interaction.
- Appropriate use of visual prompts, to show what behaviour and actions are expected.
- Additional adult support is used to support group work in learning situations.
- Reduce anxiety through adapting and structuring the learning and social environment as appropriate.
- Teaching strategies take into account difficulties with social understanding and the generalisation of skills.
- Curriculum delivery modified to accommodate reluctance to accept adult direction.
- Use of a structured approach for tasks and activities with a clear beginning middle and end.
- Whole staff awareness of the implications of communication and interaction difficulties.
- Appropriate differentiation of spoken and written language, activities and materials in class.
Targeted - some students :Needs
Some student’s communication and interaction difficulties cannot be met by universal approaches over a sustained period of time.
Their difficulties may interfere with their ability to access the curriculum. They may also impact on their emotional and mental health.
Students with these difficulties may have a medical diagnosis such as Autism or Asperger’s Syndrome.
These students will require a graduated approach which draws on increasingly detailed interventions and support approaches, and where appropriate specialist expertise, in successive cycles of assessment, planning, intervention and review; ensuring interventions match needs.
Interventions implemented should be well- founded evidence based interventions.
Targeted - some students: Strategies
A few students’ difficulties are severe and longstanding and have not responded to focussed and well-founded interventions over a period of time. The severity of their difficulties may have a considerable impact on their ability to access the curriculum. The range of difficulties these students are experiencing may be impacting on their emotional and mental health. These students will require a graduated approach which draws on very detailed interventions and support approaches and specialist expertise in successive cycles of assessment, planning, intervention and review; ensuring interventions match needs. These students may require an EHC Plan.
In addition to the intervention and support approaches put in place at the targeted level these students may require a very highly modified learning environment to meet their individual needs. A high level of adult support may be required to provide:
Specialist – few students: Needs
Specialist – few students: Strategies
Related pages
- National Autistic Campaign - Too Much Information
- Communication and Interaction in the Early Years
- Communication and Interaction – SLCN in Schools
- Autism Friendly Classrooms by David Burns
- Autism: Ideas/Strategies that may Support Inclusion by Simon and Kim Smith
- Three golden rules for supporting autistic pupils