SEN

Using Intensive Interaction to support students with an ASD in school
Description

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

New SENCO Induction Programme
Description

A course to orientate SENCOs to Royal Greenwich systems and processes, to include:

  • The expectations of the graduated response and how to apply for an Early Health and Care assessment
  • Induction to Royal Greenwich services linked to SEND, to include Health as well as the voluntary sector
  • Assessing children at P-levels to support planning

Pupils will:

  • benefit from knowledgeable SENCOs who are aware of systems and processes in place to support them

Staff will:

  • be aware of all RBG services and systems

Settings will:

  • have SENCOs who are able to make referrals and provide a choice about appropriate services

SENCOs new to post in Greenwich, to include experienced SENCOs new to working in Greenwich schools.

Analysing and managing behaviour for Children with an ASD in a school setting
Description

This course will provide staff with ways to analyse behaviour in children with an ASD, taking into account their specific learning and processing styles. This will lead to discussing practical strategies to manage behaviour in school, including designing behaviour plans and links to school behaviour policies.

It is recommended that LSA’s attend together with the school SENCO, so that strategies can be integrated within school-based behaviour policies and plans. The course will NOT cover handling and restraint management techniques.

Pupils wil:

  • have effective behaviour plans in place to support their learning in school

Staff will:

  • be equipped to understand and manage behaviour for children with an ASD

Settings will:

  • have a consistent evidence-based approach to analysing and managing behaviour for children with an ASD in their school

Staff supporting children with an ASD in school settings, to include LSA’s, SENCO’s and Teachers

Using Sensory Stories for Children with an ASD at an Early Stage of Literacy Development in school
Description

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.

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