Rationale and overview of access arrangements.  

Covering a range of different types of access arrangements and identifying pupil needs.  Understanding the process of applying for AAs and collating evidence.  The session will also cover the following:

• Understanding cognitive processing and the demands of the secondary curriculum on pupils' cognitive processing skills
• Best practice in implementing a whole school approach to access arrangements
• Keeping the child at the heart of the process

At the end of the session, you will be clear in:

• your understanding of the JCQ requirements
• when and for whom you will need to make reasonable adjustments
• knowing what evidence to collate
• applying for access arrangements
• knowing what is needed for the JCQ inspection

Exams Officer, SENCOs, Access Arrangements Coordinators, SLT, Invigilators

This course provides an introduction to Intensive Interaction techniques and the rationale for using these with pupils with an ASD. Practical application in a school setting is provided.

Pupils will:

• be supported to develop communication skills using Intensive Interaction

Practitioners will:

• gain an in-depth knowledge of how Intensive Interaction can help children with an ASD to develop communication skills

Settings will:

• be supported by staff who are confident about the rationale and theory behind intensive interaction

Staff supporting students with an ASD in schools, SENCOs, Teachers and Teaching Assistants

A course to support staff in schools in supporting students at an early stage of communication development to access story-based sessions to develop literacy, language and interaction skills.

Pupils will:

• be provided with appropriate strategies and support to assist their inclusion, interaction and access to a literacy and early language/interaction- based intervention

Staff will:

• have an in-depth knowledge of how sensory stories can support children with an ASD to develop their literacy, language and interaction skills
• be confident about the rationale and theory behind sensory stories

Settings will:

• have staff who have a greater understanding of how to use sensory stories to support children with an ASD

Staff supporting students at an early stage of communication development with an ASD in schools, SENCOs, Teachers and Teaching Assistants.

This session will provide an introduction to Social Stories and the rationale for using these with students with an ASD.

Practical application in a school setting is also provided.

Pupils will:

• be supported to understand social situations through a story based approach

Practitioners will:

• have an in-depth knowledge of how social stories can support children with an ASD to understand social situations
• be confident in writing social stories to use with students themselves

Settings will:

• be supported by staff who are confident about the rationale and theory behind Social Stories

Staff supporting pupils with an ASD in schools. SENCOs, Teachers and Teaching Assistants