Autistic Spectrum Disorder

• Building upon the strengths and interests of the pupil
• Visual Supports – often developed with the pupil
• Use of a social story to explain the social rules
• Providing a 'safe haven' where the pupil can go if they are not able to manage.
• Comic Strip Conversations to explore feelings of all parties involved in an incident
• Checking understanding and when necessary, repeat instructions one to one
• Allow extra time for processing
• Break down instructions and list on board to support sequencing
• 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

Hearing Impairment

• Consideration of seating arrangements – ensure the pupil is seated near the teacher
• Keeping background noise to a minimum.
• 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

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

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 word to improve their bank of vocabulary
• Language for thinking