Autistic Spectrum Disorder

• Building upon the strengths and interests of the pupil
• Clear, consistent routines to reduce anxiety and help pupils understand what to expect
• Establish predictable daily patterns and alert pupils to changes in advance, where possible
• Consider environment through sensory audits to minimise sensory overload
• Use simple directions, allow processing time, and provide written or visual cues
• Offer short breaks, quiet spaces, or sensory tools.  Be aware of triggers such as loud noises, bright lights, or crowded areas
• Use of a social story to explain the social rules
• Comic Strip Conversations to explore feelings of all parties involved in a social situation
• Checking understanding and when necessary, repeat instructions one to one
• Break down instructions and list on board to support sequencing. Use of 'now and next' approach where appropriate
• Structuring questions and using direct language
• Provide help cards
• Clear expectations of a start and end point
• Preparation for transition to a new class
• Transition conference involving all parties to prepare for the move to secondary school
• Involvement of Advisory Teaching Team for Communication and Interaction, where appropriate

Hearing Impairment

• Consideration of seating arrangements – ensure the pupil is seated near the teacher
• Keeping background noise to a minimum
• Repeat or rephrase contributions from other pupils so the hearing-impaired pupil doesn't miss peer comments
• Use of small group teaching where appropriate
• Provision of a quiet area for teaching or working
• Ensuring the teacher’s face is always clearly visible.
• Use of visual aids
• Writing keywords / instructions on the board and providing notes for reference
• Go through instructions with a teaching assistant
• Printed materials to accompany audio resources
• Act upon advice and support given by the Advisory Teaching Team for Hearing Impairment and also the Speech and Language Therapy service

Visual Impairment

• Use of adapted resources such as enlarged texts or audio resources
• Act upon advice and support given by the Advisory Teaching Team for Visual Impairment
• Provision of appropriate IT equipment to support learning and access to the curriculum
• Consideration of the environment to best meet the needs of the pupil taking into account pupil views at all times

Speech and Language Difficulties

Depending on the specific needs of the child, a variety of strategies are used in class and through intervention:

• Ensuring we have the child’s attention before giving instructions
• Shorter instructions with time provided for them to process the instruction or request and to give a response 
• Checking that the child has understood the instructions 
• Providing the children with good role models, repeating what they have said correctly 
• Social skills sessions focusing on turn-taking, listening to others etc to support the child with social communication and interaction with their peers 
• Specific language work to improve their knowledge and understanding of vocabulary
• Language for thinking
• We work very closely with the Speech and Language Therapy Service, making referrals to the service when appropriate, facilitating assessments to take place in school, attending sessions led by the therapist and providing follow up sessions led by a Higher Level Teaching Assistant