Specialist Learning Environment

Our learning environment will include a Total Communication approach with a range of specialist learning spaces provided such as an Occupational Therapy gym, a Music Therapy room, a Multi Sensory room and a Soft Play room. The environment will also provide well researched and specialised approaches, in response to individual pupil need. These will include:

Teacch

This approach is based upon using structure and visual instructions to support children’s understanding of verbal language. It promotes the use of symbols and photographs to help children understand what is going to happen during the day (schedules), to anticipate change (transition) and to understand when an activity has finished. We also use visual sequences to support independence e.g. when getting dressed and going to the toilet. We use visual structure in the environment including positioning of workstations, furniture arrangements and the use of reward systems.

Picture Exchange Communication System (PECS) (Bondy and Frost 1994)

PECS is used to teach a child to spontaneously initiate communication. This is achieved by using specific teaching strategies which limit any cues or prompts to the child. At the early stages children learn to exchange pictures for desired items and in the later stages it can be used to develop sentence structure, concepts and commenting.

Other Approaches will include:

• Augmentative and Alternative Communication (AAC)

• A reduced language environment

• Use of Social Stories

• Intensive Interaction

• Music Therapy

• Sensory Integration

• Lego Therapy

• IABA (Institute of Applied Behaviour Analysis) non-aversive approach to behaviour management

• SCERTS (Social Communication, Emotional Regulation, Transactional Support)