So the LA have made changes to ds ehcp. They are not clear to me . I don't get it and i don't even know if it makes a difference. And i can't see if it helps with choosing a secondary school.
Anyway im going to copy and paste the new ehcp just section F on this post. Then im going to find the older section F and post that on my 2nd post.
I was hoping someone can help me compare them. Please bare in mind that I have learning difficulties as well . So things that seem clear to others may not be to me.
So from amended EHCP section F
(F) Special Educational Provision above quality first teaching.
Provision
· Max will join a speech and language group run by the speech and language therapist for a block of therapy to work on language, speech and communication skills. Outcomes and recommendations should also be implemented by school.
· Lego therapy would be a good way to help Max in his communication with peers in a structured session. This builds on his love of Lego.
Strategies
Max needs an appropriately differentiated curriculum. Present and give information at a language level he can understand. For example:
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· Break down instructions into small, manageable parts or chunks.
· Before giving instructions to Max, call his name, and make sure you have his full attention and that he is looking at you.
· Model/demonstrate what Max has to do before he starts a task.
· Use short, simple instructions, and slow down when talking to Max. Try to break down instructions into short, manageable chunks (rather than “Do x, then do y”, just give one part at a time).
· Allow processing time. Then repeat instructions to Max if needed, making sure you repeat the instruction the same each time
· Use visual support (e.g. natural gesture, facial expression, pictures, symbols, written word) alongside instructions and conversations.
Vocabulary
· Develop a basic communication board with the words he needs to ask for items in class, e.g. pencil sharpener, rubber, toilet, drink, help, finished, break. Have it on the desk and point to it when communicating with Max to encourage him to use it too.
· Pre-teach key or topic vocabulary before Max comes across the words in the lesson.
· Use a consistent structure to explore word meanings and sounds. Think about the first sound of the word, how many syllables, a word it rhymes with, an action for the word, a picture or drawing for the word, use it in a sentence, and give some information about its meaning. For example, a mind map or “Word Wizard” (Word Aware programme).
· When Max has difficulties retrieving a word, prompt him using these categories that he has already covered, e.g. give him the first sound of the word, or ask him to act it out.
· Review the words that have been provided by putting them in a “word pot” or “word bank” on Max’s table, on a word wall in the classroom, or in a vocabulary book.
· Where possible present vocabulary to Max using a multi- sensory approach. Using pictures, symbols, demonstrations.
· Have Max think about words in categories. Play word association games in a small group (e.g. each person has to name something that relates to cars or has to identify the ‘odd one out’ for a list of three).
· Encourage Max to say when he does not understand a word. He can tell the teaching assistant, who can note the word down. Max can collect words that he has ‘captured’ to help expand his vocabulary knowledge.
Asking for help
· Encourage Max to ask for help if he does not know what to do. Max could be provided with a visual to help him know how to make specific requests for help. Encourage and praise asking for help in the whole class.
Access to small group work to practise Max’s social communication and conversation skills.
· Encourage small group work or naturally occurring small groups when possible in lessons, or in the playground of no more than 3 children in a group, where Max has to engage with his peers to complete the task, e.g. with opportunities to engage in “role specific” play, for example Lego Therapy, where children are either an “architect”, “engineer” or “builder”. The use of roles encourages children to interact with each other to achieve a shared goal.
· Play games at home that encourage interaction such as passing on objects, exploring together, snap or lotto.
· Give Max visual cues of good conversational skills and refer to them during 1:1 conversation, e.g. “eye contact”, or “talk about the same thing”, asking a question, saying something about what the person he is talking with has said, taking turns in conversation.
· Talkabout” or a social skills intervention may be helpful.
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· Play games or activities which develop Max’s abilities to stay on topic during conversation, e.g. category games where you take it in turns to pick an object in the same category.
· Give Max a visual prompt you can use to show him when he goes “off topic” when answering a question. For example, a picture of a train and a track. The train can move along the track whilst you are talking or playing a game, and when Max gives an irrelevant answer or goes off topic, use the visual support to take the train off the track.
· For Max to use visual support (e.g. a narrative or talking prompt) to help him structure his news clearly e.g. to explain what he has done at the weekend or in the holidays. A talking prompt could also be used in talk partner work in class to help Max talk with a peer about a question the class is discussing
Beginning to develop Max’s explaining skills
· Read lots of stories with Max – these can be both with or without visuals and ask him questions based on the story after this, such as ‘who’ ‘what happened’ ’where’ ‘how’ and ‘what can the characters do? what is going to happen next?’ and ‘why’.
· Encourage Max to expand on his answers in conversation, by using open-ended questions, such as “tell me more”, or by giving him more time to add information.
· Use sets of pictures of familiar sequences (e.g. getting ready for school, growing a flower): put the pictures in order and talk about what happens ‘first, next, last’. Support Max work towards using this structure and vocabulary to talk about real events or to share his news and ask him what he thinks might happen next in the story.
· Try using visual support such as Black sheep press ‘Why, because’ cards to help Max explain his reasoning when answering simple ‘why?’ questions.
· Discuss different real-life scenarios using pictures and objects in a 1:1 or small group setting. Think about what might happen, why and what if. Max may benefit from structured intervention to target this, for example “Mr Goodguess” or Talkabout School/Home ( Black Sheep Press resources).
· School will give Max a piece of work/picture/item to take home to talk about with his Mum. This will help Max to generate ideas and remember an event in school.
Speech
· Provide Max with clear production of words he finds it hard to say, ensuring that he is able to see the mouth of the speaker to help him produce the sounds correctly and with slight emphasis on the word e.g. “I want soo” yes “you want two”. Can you hear that ”t” sound? Praise Max if he tries to copy the correct production or correct himself.
Arrangements for review and evaluation
Max can be re-referred to the Speech & Language service for review once these outcomes have been achieved.
Old section F will be added to my 2nd post