Impacting on you newsletter – Sept 2017 edition
Communication and Interaction
Children may have a delay or disorder in one or more of the areas around Attention / Interaction skills.
This may mean that pupils will find it hard to:
- Ignore distractions.
- Focus on tasks / instructions.
- Stay on task without prompts.
- Use appropriate interaction.
- Maintain peer relationships.
- Initiate or maintain a conversation.
Children may have difficulties understanding / receptive language and will need:
- Visual support to understand or process spoken language.
- Augmented communication systems.
- Repetition of language and some basic language needs to aid their understanding.
Children may have difficulties with speech / expressive Language and will need:
- Simplified language and limited vocabulary.
- Frequent clarification of ideas.
- Some development in the speech sound system.
- Additional grammar / phonological development.
Cognition and Learning
Children may have difficulties with the skills needed for effective learning such as use of:
- Language, memory and reasoning skills
- Sequencing and organisational skills
- An understanding of number
- Problem-solving and concept development skills
- Fine and gross motor skills
- Children may have a specific learning disability such as dyslexia, dyscalculia, dyspraxia or dysgraphia.
Social, Mental and Emotional health
Children may have difficulties with social and emotional development which may lead to or stem from:
- Social isolation
- Behaviour difficulties
- Attention difficulties (ADHD)
- Anxiety and depression
- Attachment disorders
- Low self esteem
- Issues with self-image
Sensory and/or Physical
Children may have medical or genetic conditions that lead to difficulties with:
- Specific medical conditions
- Gross / fine motor skills
- Visual / hearing impairment
- Accessing the curriculum without adaptation
- Physically accessing the building(s) or equipment
- Over sensitivity to noise / smells / light / touch / taste
- Toileting / self care