Support for teachers working with ASD pupils

Staff training powerpoint around cognitive overload and strategies that can be used to support students, especially those with lower academic ability and special educational needs. Practical activity and then links to a variety of subject areas.

The perfect aid for a teacher in support SEND within the classroom! With QFT being a platinum thread through education, this guide provides teachers with a comprehensive list of potential barriers to learning they might see in the classroom, wave 1 suggestions to try and resources to use and also wave 2/3 interventions to use if needed. Contains information surrounding Reading Writing and Spelling Mathematics Working memory and processing Make sure to check out my shop for handbooks for the other areas of need!

AQA B A Level Psychology Whole lesson - Cognitive explanation for Schizophrenia.

This toolkit provides information on how to support the needs of pupils with SEN/EHCPs in the classroom as part of a quality first teaching approach. Each section links to one of the four broad areas of need. You will find: Cognition & learning • Categories of potential difficulty within that need. -Memory -Task Organisation, Maintenance and Completion Skills -Concentration -Transferring/Generalising Learning -Time Management -Self-Assessment Skills -Information Processing -Letter and/or Number Recognition and Recording -Phonic Application -Spelling:High Frequency Words and Phonetically Irregular Words -Reading Accuracy -Reading Comprehension -Learning and Application of Number Facts -Organising Ideas for Writing -Developing Writing (Letter Formation) • What that area of difficulty might look like in the classroom. • Supportive quality first teaching strategies that will offer support. Each list of ‘What it might look like?’ and ‘Supportive Quality First Teaching Strategies’ are not exhaustive but may provide a useful starting point to help you help your pupils access learning. At the end of each section are resources linked to some of the strategies. The Toolkit can be edited and new needs and provisions can be added to meet the needs of your students.

This is a help sheet for teachers and learning support staff of blind and visually impaired students. There are several ideas for biological models and several ideas for modifying practical equipment to allow tactile access.

A sheet with content to get AO2 marks on an essay on cognitive explanations

Paying attention to the learning process helps learners improve, and that’s what these tools are for. These research-based self-assessment resources let students learn how to help themselves improve, particularly in speaking and listening activities. There are also tools to help you give feedback. Included in this bundle of resources are the following: • Listening Guide • Presentational Speech Self-Assessment • Speaking Activity Teacher Assessment • Speaking Activity Self-Assessment • Emotional Temperature Chart • Speaking Focus Signs

Included in this pack are 6 detailed lesson plans that aim to develop team building amongst pupils with moderate to severe learning difficulties. This resource has been used with a variety of SEND students particularly visual impairment, cognitive delay, physical impairment through CP, SLD and ASD. This topic would also work well with primary aged pupils. The resource includes 6 individualized lessons plans. They offer the students an introduction to the world of team building and orienteering. Activities with a parachute are included with lessons lasting 30-40 minutes (excluding changing). The 6 lessons have a focus comprised with practical activities. They are: Working together Problem Solving Leadership Cooperation Planning and Communication Consolidation of skills

BUDDHISM AND THE ENVIRONMENT will spark students’ curiosity and critical thinking. It’s engaging, scaffolded for accessibility and challenging for academic rigour. It is easy to deliver for specialists and non-specialists alike and requires minimal printing and preparation. YOUR STUDENTS WILL BE ABLE TO: Explain Buddhist attitudes towards the environment: ahimsa, interconnectedness, precepts, reincarnation (with reference to sacred writing) CONTAINS ALL THE FEATURES OF AN EXCELLENT LESSON: Do Now retrieval of critical content for this lesson Tasks broken down to prevent cognitive overload Checks whole class understanding using miniboards or cold call Extra challenges throughout information sheet to promote independence (large font for visually impaired) Independent practice task: • Past exam question ` • Clear success criteria with a focus and modelling of development • Writing frames • Relevant sacred writing • Key Vocabulary I hope you enjoy delivering this lesson. Feedback is welcome. Find more Religious Studies resources and bundles for ALL KEY STAGES at my shop: https://www.tes.com/teaching-resources/shop/Examined_Life

This is a large complete resource package for the delivery of the BTEC Level 3 Unit 12 - Supporting Individuals with Additional Needs Learning Aim A, A1, A2, A3 and A4. This package includes a 52 page Word booklet that can be adapted and altered to suit your teaching needs. It allows students to organise their notes and assignment planning, in one place. There are activities, research task and application, signposting learners to understand the assessment criteria. To aid understanding, during delivery, there are ELEVEN powerpoints and relevant videos to engage learners. The package covers the below topics, in the Learning Aim A spec.A: Examine Reasons why individuals may experience additional needs A1 Diagnosing or determining additional needs • Definitions of mild, moderate, severe and profound learning disabilities. • Diagnostic procedures, tools and standards used to diagnose a disability. • Professional background, qualifications and experience of those undertaking the diagnosis and assessment. • Parameters used to describe the diagnosed condition. This must include the type, causation, severity and stability over time, and prognosis of the condition. A2 Cognitive and learning needs • Learning difficulties, to include dyslexia, dyspraxia and attention deficit hyperactivity disorder (ADHD). • Autism-spectrum disorders, to include Asperger syndrome, pervasive developmental disorder not otherwise specified (PDD-NOS) and childhood disintegrative disorder. • Inherited conditions, to include Down’s syndrome, Huntington’s disease, dementia, Alzheimer’s. • Needs of older people, to include memory loss, slower cognitive speed, life-long learning. A3 Physical and health needs • Needs of older people, to include arthritis, diabetes and cardiovascular disease. • Health needs, to include physical needs cystic fibrosis, sickle cell disorders, stroke a mental illnesses. • Sensory disabilities, to include deafness and hearing impairment, visual impairment. • Accidents, to include paraplegia, loss of limb. • Infectious diseases that can lead to individuals having additional needs. • Problems during pregnancy and birth that can lead to individuals having additional needs. A4 Social and emotional needs • Needs generated from family circumstances, to include specific needs of looked-after children, bereavement, school refuser (non-attendance) and bullying. • Needs generated by being elderly, to include loss of loved ones, fear of dying, family far away, isolation, lack of money. • Needs affected by the learning environment. #hscresources TES shop has free and small charge teaching packages Join the biggest subject team, Health and Social Care Resources Facebook group. 5,000 sharing ideas, resources, signposting and prop each other out #hscresources Good luck in your teaching :-)

This is episode 6 of a Disability and Neurodiversity Training series, outlining terminology, the student experience, approaches, and debunking stereotypes about visual impairments, deafness, and mobility impairments. This is ideal for teacher training, basic education, and general interest :)

Some simple booklets I put together for a mixed KS3/4 class of SLD/MLD/ASD students to practice cursive writing and printing. The booklets link very closely with phonic progression and provide excellent recall and practice of sounds used with each word being represented with a picture to aid cognition for SEN learners. Here are a collection of 5 sets of booklets, each set contains 2/3 similar booklets, one cursive with guide lines and one non cursive with guidelines. The booklets are symbol/ picture supported and linked to letters and sounds/ phonics. Booklet 1: Small letters, Tall and dangly letters, Capital letters, CVC , CCVC , sh, ch, th, ai, ee, igh, oo, oa, HF Booklet 2: er, ar, or, aw, au, ur, air, ear, ow, ow, oi, ay, ey, ea, ir, ie, ue, ew Booklet 3 : split digraphs a_e, e_e. i_e, u_e Booklet 4: Suffixes (cursive only) Booklet 5: Prefixes (cursive only) For the editable word documents to display properly you will need to ask your search engine for the following fonts: Non-cursive: Dnealian manuscript, Dnealian manuscript lined, the dotty non-cursive was primer apples. For the cursive fonts, Xccw

This unit explores the areas of cognitive development that establish the essential basis for mathematical concepts. Engaging activities promote learning through sensory experiences and motor movements. Key foundational skills covered: Object Permanence - Understanding that objects continue to exist even when out of sight. Spatial Awareness - understanding the position and movement of objects in space. Cause and Effect - Learning that actions lead to outcomes (e.g., shaking a rattle makes noise). Seriation (Very Early Forms) - Recognising differences in size, shape, or quantity. Quantitative Awareness - the ability to distinguish between different quantities (e.g., 2 vs. 3 objects) even before counting. Categorisation and Matching - Starting to group similar objects together.

These are magnetism and electromagnetism wordsearches adapted to lower ability students and visually impaired students. Letters are larger and there are only 15 words in the lower ability sheet with the simplest words. Wordsearches are an excellent tool to develop and improve scientific vocabulary. Students should be encouraged to work together and say the words aloud to ensure they are internalised, The sheet suitable for students with visual impairment (SEND) has good contrast colours (black and yellow), recommended font ARIAL size of 14. They are suitable for students aged from 7 -15 for all curriculum

This comes with 2 resources! One is a powerpoint of all the info and one is a word doc that is ‘bookmarks’ Common traits and teaching strategies for: Asperger’s Syndrome Autism ADHD/ADD Dyslexia Dyscalculia Dyspraxia Visually Impaired Hearing Impaired Speech/Language Reading Handwriting You can add any others!

This is a one page handout which provides numerous strategies to support an individual to learn to take turns. This is a great handout for parents, carers and/or other allied health professionals. This resource has been very valuable and beneficial in supporting children with learning difficulties, cognitive impairments and/or intellectual disabilities to learn how to take turns.

Hi, here is another – Symbol Supported Story for SEND (Widget Style) This resource provides a symbol-supported version of The Smartest Giant in Town to support pupils with SEND, autism, speech and language needs, and emerging readers. The story has been adapted using clear, consistent symbols alongside simplified text to support comprehension, vocabulary development and sentence structure. This resource is suitable for: EYFS and KS1 Pupils working below age-related expectations Autism / ASC Speech, language and communication needs EAL learners Includes: Symbol-supported story pages Clear visual layout Reduced cognitive load text Print-ready PDF Ideal for: 1:1 reading Small group intervention Pre-teaching vocabulary Whole-class story access with SEND adaptations Designed to help pupils access a well-loved classroom text with greater independence and confidence.

Key Stage 3 - Differentiated, five page assessment/workbook to allow students with cognitive and learning difficulties to be integrated fully into the classroom environment; to enable access to the Year 8 curriculum and to show understanding and an ability to answer the following essay style questions (set for all abilities) at a level appropriate to ability: - a) How does Romeo describe his feelings about Juliet at the beginning of the scene? b) How does Juliet describe her feelings about Romeo? c)Why is Juliet worried about their meeting and how does Romeo react to this? d) How does Juliet insist that Romeo shows he really loves her? Also accompanying the booklet are: two worksheets, one focussing on Shakespeare's Language (definitions activity); the other focusing on imagery and a Shakespeare jigsaw activity created on the Tarsia website. The jigsaw template will need to photocopied several times and the sections cut up. When completed the jigsaw will be in the shape of a hexagon. The workbook is 'Dyslexia Friendly' (images/comic sans font/font size 16/pastel coloured background).

This is a comprehensive study of William Shakespeare’s ‘Romeo and Juliet’ broken down into 30 lessons in which key scenes from each of the five acts, are analysed by students using the original text. Students will annotate their understanding of the bard’s words and in some lessons, modernise these to enhance understanding. Students will explore not only language devices such as juxta positioning and dramatic irony, they will also work with the concepts of the themes love, hate and fate. Students will learn to express their interpretation of the play via a PEEL (Point, Evidence, Explanation and Link) formula and this will be used as part of their Summative Assessment. Various scaffolds and prompts are available consistently throughout this close study of the tragic text.