This resource has been created to support learners who have difficulty getting started, planning, preparing for and working through open ended tasks.
Step 1. State the project, problem or situation that needs to be tackled.
Step 2. Create wwwwwh questions about it.
These questions could be able the logistics of completing the task or project e.g. Why does it have to be done? When does it have to be finished? Who will help me? What does it need to look like? How will I get the resources i need?
The questions could also be about the content of the task or project e.g. When is my interview? What will they ask me? Where will it take place?
Step 3. Try to answer each of the 18 questions. RAG rate by highlighting green when confident about the answer, amber when clarification is needed and red for when the learner doesn’t know.
Step 4 (page 2). Create 3 lists, using the headings provided.
Step 5. Seek answers to the ambers (quick wins).
Step 6. Plan how to get the answers required and proceed.
This action plan has been developed to help a learner and his tutor when discussing how he should be meeting the expectations of his Further Education study programme.
Inexperience can cause a tutor to set targets and expectations without consideration of the barriers a learner experiences. This leads to repeated ‘failure’, frustration and lack of confidence.
A learner will continue to miss deadlines if there is no consideration of his difficulty with executive functionning such as inability to plan, prioritise or remember to write tasks down for example.
This action plan includes additional steps to help tutors and learners get closer to the root cause of problems so that success is more likely.
The RAG review will help learners to see their own progress e.g. I was ‘red’ last week, but I am ‘amber’ now. Green now feels more acheiveable.
Force Field Analysis was created by Kurt Lewin in the 1940s. Lewin originally used it in his work as a social psychologist. Today, however, it is also used in business, for making and communicating go/no-go decisions.
Having used elements of this theory a lot when working with autistic learners, I find it to be a really effect way to add structure to the process of decision making that can otherwise be too open ended.
I have uploaded my most recent version of the worksheet activity.
This resource was created for an autistic 16 year old who is struggling to cope with the company of other teens who are more impulsive, carefree and boistrous than him. Moments that others find amusing are stressful for him and a much bigger deal. He’s struggling to calm himself down before the next banter type challenge comes along.
I am supporting him to build up his resilience with relaxation, the stress bucket and assertiveness but this work worksheet plays a role in ‘putting things in perspective’.
I have been working with an autistic young man who loves the rock band Kiss and wants to work as a holiday entertainer hundreds of miles away from home. To date, he has struggled to appreciate that £92 per day is a bit too much to spend on train tickets and that he wouldn’t get employed to just sing Kiss songs. I have turned the situation into an opportunity to learn more about making informed decisions and employability skills, amongst other things.
As the resource was really effective in helping him to make informed decisions I felt I would share it. It also serves as a useful activity to look at skills matching, job searches, employability vocabulary and so on. I recommend editing the adverts to suit the interests and skills of different group members.
This powerpoint was created to help celebrate neurodiversity week. It was effective in building a more positive view of disability amongst neurodiverse and neurotypical students and staff.
This powerpoint is intented to be printed off as cards, e.g. 6 slides per page. It was created for a training session (Behaviour as Communication: Powerpoint available), but could also be used to help an individual understand their own behaviour.
Feel free to add additional slides so that they are more suited to your circumstances. This was created with autism in mind, however I have recently made a new version with ADHD in mind to help a young person understand his triggers to be used over the next few weeks.
The red arrow slides are to be used first, perhaps with a particular behaviour or ‘incident in mind’. Ask staff or the learner / child what was bothering them before the incident happens / happened. Select all cards that apply. e.g. I couldn’t do the work, it was too hard, I felt embarrassed.
The speech bubble cards are to help identify what the behaviour was saying. e.g. when I punched the wall, I felt stupid, I had had enough.
The green arrow cards are for the learner or staff to identify what would start to improve the situation, either proactively or reactively.
You can then go on to replace the behaviour that challenges by teaching alternative behaviours or communication and assertiveness techniques. e.g. Code words to ask for help or assertiveness scripts such as “when…I feel… I need…”.
This can be used with the Behaviour is Communication powerpoint as part of a staff development activity or with an individual who maybe feeling overwhelmed with life.
The stress bucket provides a visual representation of every day and underlying challenges we face, how resilient we are, what coping strategies we have and what happens when the power of the stressors outway the power of the coping strategies. (The bucket spills over).
I have used successfully on a number of occassions, to help young people who are autistic, have ADHD, have anxiety or are neurotypical. It helps illustrate why they might be losing their temper, avoiding situations or feeling overwhelmed. It helps illustrate when someone needs to spend more time on their coping strategies or self care such as exercise, music, time with pets and so on.
Here’s a video I use with some young people to explain the stress bucket. If this is quite advanced, I do a simplified version by hand on the white board.
I hope you find the stress bucket as useful as I have.
Please note, the blue stress bucket image for illustration purposes is taken from Google images and is not my work or included in the download.
Here is a powerpoint, with activities that help to illustrate that behaviour that challenges us is actually trying to communicate with us. It may not be doing it in the best way possible but it is trying to say something, perhaps “I can’t cope”, “Leave me alone” or “stop”.
The powerpoint is accompanied by the stress bucket worksheet. If you are not aware of the stress bucket, it is explained nicely here. https://youtu.be/1KYC5SsJjx8
The powerpoint is also accompanied by the ‘behaviour analysis cards’. Both of which can be used independently. The cards with red arrows indicate possible triggers for challengeing behaviour, The speech bubbles provide suggestions as to what the behaviour may be ‘saying’ and the cards with green arrows provide suggestions as to what we or the individual can do to manage challenges more successfully.
This activity was developed when working on employability skills and identifying that many learners were unaware and / or unable to say what they were good at. Many learners also struggled to engage with peers outside of their friendship group.
The activity encourages positive interaction between learners, makes it easier to discuss personal strengths, and if done effectively, nurtures positive self esteem.
The activity consists of a range of 12 editible ‘bingo cards’. Instructions are below and included in the word document.
You will need
One bingo sheet per learner (there are 12 different cards provided, so you may need to print more than one set).
One pen per learner
Invite learners to verbally contribute a range of skills we use in school / college, especially those that will also apply in the work place.
Discuss the difficulties we often have in identifying and verbalising our own skills. E.g. We are taught not to show off, so it feels uncomfortable doing what might be seen as boasting.
Explain that in preparing for employment (CV writing, application forms and interviews) we need to gain an understanding of our own strengths and weaknesses and then be able to explain them to others.
**Teacher Demonstration: **
• Pick one skill listed in the 3x3 table. Look around the class for someone who has that skill.
• Approach the learner and tell them “I think you have this skill, because…”
• Ask the learner to sign their name in the relevant box on your sheet.
• Ask the learner to record the same skill in the 3x2 table at the bottom of their page. They have now “collected a skill / compliment”.
Learners should now do the same, mixing with others in the group, paying them compliments by telling them what skills they have noticed.
Each learner records the skills they have collected, potentially building confidence and self-awareness.
• Promote positive relationship building, build confidence by getting each learner noticed and encourage social etiquette in responding to compliments.
• Encourage participation, aiming for the first to get 3 in a row, full house etc.
• If some learners are not getting matches, lead the activity by reading out (or thinking of your own) skills and giving all learners the chance to claim them.
The activity continues until one person has 6-9 different names on their sheet and all learners have 6 of their own skills identified.
Extension activity: Develop employability vocabulary e.g. Do you know a better word for “being on time?”
Follow up activity: Start or build on own CV by downloading and editing a skills-based-cv-template.
This resource was inspired by the Inside Out film and has been used to help autistic learners label, make sense of and respond to their own and others emotions.
It links to PSHE relationships, interpersonal skills, communication, emotional literacy, reflection and much more.
The following pages provide a timeline of key events and attitudes related to disability and education from the 1760s through the years to the SEND Code of practice in 2014.
The resource has been designed to get participants thinking about perceptions of disability through time. Each participant has a page to work from (12 pages available). They should use the prompts provided in the footer to make notes.
They should then contribute in turn to a group discussion, starting with the oldest page, leading up to the present day, making comparisons and observations on each other’s time periods.
• Has any language surprised you?
• At what point was inclusive education getting on the right track?
• Is education ahead of society or the other way around?
• Which disabilities are understood best?
• Which disabilities are least understood? Why might this be?
• When were people with learning disabilities considered teachable?
• What do you think about the sterilisation proposals
• Consider how parents would feel if they had a child with a disability
• Consider how self-esteem may be effected by societies attitudes
• What are the advantages and disadvantages of special schools?
• What are the advantages and disadvantages of seeking inclusion in mainstream?
• Is true inclusion possible?
• Have we now achieved best practice in terms of inclusion?
• Describe a perfectly inclusive classroom / learning environment / school.
This powerpoint guides users through a lesson to help young children understand that people have different needs and how it is right and fair to accommodate them. Ideal for exploring diversity, disability, autism and the paralympics.
One of the main characters features Stephen Wiltshire (the human camera) as child. It would be a valuable activity to watch videos of him on youtube . This would help explore that we all have different strengths and weaknesses.
This resource was developed by Spectrum Savvy to help build peer relationships and tolerance where autistic learners were being misunderstood in mainstream. If you would like Nicola at Spectrum Savvy to deliver this session or similar to your setting, visit www.spectrumsavvy.co.uk,
This powerpoint presentation provides a list of famous people who are thought to be autistic. This has been used as printed cards for discussion when helping individuals to understand autism and feel more empowered regarding their diagnosis.
Equality Impact Assessments focused on fairness, access and inclusion. They help us to consider a policy, service or process in terms of how it might affect different groups protected in law. This EIA proforma places more emphasis on disability, prompting consideration of reasonable adjustments thus further supporting your compliance with the Equality Act 2010.
This is a lesson plan for a 20 minute microteach on the subject of socially appropriate behaviour for increasing independence. For example, if we are hygienic we will be given more responsibility on our work placement. If we are cautious what information we give away to strangers we will be able to spend more time at the shops etc without supervision and guidance.
There are resources to accompany this lesson plan.
This document guides learners through the importance of getting email etiquette right, how to structure an email and how to proof read their written work.
Learners are then asked to attempt a previous exam question on writing formal email and check their work using a proof reading checklist and the Eexcel / Pearsons marking criteria.
The document has gathered information from other sources which are referenced accordingly.
Designed to be used by level 1 functional skills learners.
A list of words to describe the necessary behaviour for building independence. Words are accompanied by their opposites. The format is designed to be printed, cut out and laminated for future use. The words can be used to help build sentences with varied vocabulary when discussing independence in class. The can be used to represent two ends of a continuum for learners to self assess against the behaviours.
This resource is designed to help learners explore barriers to becoming more independent.
The resource consists of case studies and a page of visual prompts to be considered as possible ways to break down barriers to independence. E.g. role playing an activity before doing it for real or using google images to plan a route to an unfamiliar place. Both effective ways to reduce anxiety levels.
Learners are required to consider up to four basic cases studies and offer advice from the options provided. Advice can be different forms depending on the level of the learner e.g. Learners can illustrate the advice, using sheet 2 as guidance, they can copy the label of the advice or they can form their own sentence(s) inspired by the options provided.
The activity can be used with the key words for independence to embed literacy skills.