UNDERSTANDING LANGUAGE
| Provision |
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| Curriculum |
Curriculum targets are carefully matched to the student’s level of understanding of language. Appropriate communication techniques used to elicit and interpret responses from the student. See CRISP NC / P-level table. |
| Staffing |
All staff skilled in use of multi-sensory approaches to communication. Increasing access to support from external agencies and specialist planning time in order to be able to identify and meet individual communication needs. |
| Resources |
Specialised adaptation or development of ICT to enhance individualised communication and to record students' responses to communication input. Suitably designed attractive materials that strengthen communication links. |
Environment
and Facilities |
Flexible environment for multi-sensory work with capacity for reducing distracting stimuli and for enhancing the focus of learning (sound amplification, lighting levels etc). |
| Examples |
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| Assessment |
|
| Working towards understanding people / objects / events in the immediate environment using a highly structured multi-sensory approach. Working towards understanding the purpose of interaction. |
| Examples |
|
| Example |
Thread
7 - Band 6 |
| Early Years Provision
Criteria |
| Staff are experienced in using multi-sensory approaches to assess students’ communication. Students’ responses to a range of auditory, visual and tactile stimuli are systematically explored with a view to establishing interactive routines. All staff follow the same routines and target the same vocabulary to reinforce meaning. |
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| Example |
Thread 7 - Band 6 |
| Early Years Assessment Criteria |
| Gerry (3:07) is turning his head towards sounds and is recognising familiar or enjoyable sounds by smiling, calling out and sometimes by movement of his limbs. He also ‘jiggles’ when he hears music that he likes while he is being held. He will turn towards the speaker when his name is called. |
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| Example |
Thread 7 - Band 6 |
| Key Stage 1 Provision Criteria |
| The school provides an individual sensory environment to promote curriculum access. Staff are trained in the use of augmentative and alternative communication (AAC) including the use of eye pointing, gesture, signing, symbols, word boards, or a speech output device. Staff are working on use of routines and objects of reference to develop recognition of single words. |
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| Example |
Thread 7 - Band 6 |
| Key Stage 1 Assessment Criteria |
| Freddy (YR) makes consistent responses to visual, auditory or tactile stimuli. He responds to voice by turning his head to locate the speaker. He shows understanding for the function of some objects by anticipating use, such as bib signifying food. |
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| Example |
Thread 7 - Band 6 |
| Key Stage 2 Provision Criteria |
| Staff are skilled at identifying adaptive learning which is incompatible with the obsessive behaviour displayed by the student. Great care is taken to ensure that the obsessive behaviour is not being unintentionally reinforced by the introduction of new learning sequences, materials and adult attention as an immediate consequence of the unwanted behaviour. |
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| Example |
Thread 7 - Band 6 |
| Key Stage 2 Assessment Criteria |
| George (Y6) bangs his knuckles together so often that he has developed real calluses. His teacher is working on getting him to undertake two-handed co-ordination tasks, as a way of distracting him from banging his knuckles. |
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| Example |
Thread 7 - Band 6 |
| Key Stage 3 Provision Criteria |
| Staff are trained in the use of (AAC) and work closely with parents and speech and language therapists. Staff have ready access to a range of common objects, symbols and pictures and signing is used throughout the school. The curriculum is specifically designed to promote the development of language as a priority and there is a clear sequence to the development and recording of understanding. |
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| Example |
Thread 7 - Band 6 |
| Key Stage 3 Assessment Criteria |
| Charlie (Y9) needs signs and pictures to augment his understanding of spoken words. He is learning to respond to simple signed and spoken questions, such as ‘where’s the…?’ by touching or pointing or fetching and can respond to pictures not just to objects of reference. When asked where his coat was, Charlie signed ‘home’. |
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| Example |
Thread 7 - Band 6 |
| Key Stage 4 Provision Criteria |
| Staff, trained in augmentative and alternative communication, are able to adapt their approach specifically for individual students. Signing is used throughout the school and staff are skilled at supporting understanding by using pictures and symbols. Staff have ready access to a wide range of pictorial material, to digital cameras and ICT. |
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| Example |
Thread 7 - Band 6 |
| Key Stage 4 Assessment Criteria |
| Angela (Y11) is able to point to objects within the classroom and to pictures of familiar objects and people on request. She needs pictures of an activity and/or signs and/or gestures before she is able to respond to a simple routine instruction e.g. ‘ now wash up the saucepan’. She shows anticipation of some routines around the school – she goes to fetch her coat at the end of the day when the bus turns into the school drive. |
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