I really do appreciate all your help, advice and suggestions etc.
I'm trying to gather as many "needs" out of the appendices that I can. I'd appreciate and help on changing or rewording for the proposed changes I'm going to make. Here goes:
EDUCATIONAL PSYCHOLOGY ADVICE
Communication skills - Ds gave little eye contact when we first met.
He initially presented as being reluctant to engage eg hands in pockets and generally appearing laid back - this could present as a little impolite to adults who are unfamiliar with him
Some potential difficulties with language skills were observed eg Ds seemed to find general questions difficult to respond to eg how do you get on in school and what happened on your birthday, and required more specific questions
Ds tended to respond briefly to questions and prompts were necessary for him to expand on his comments
There was little two way conversation or interest in my comments. Instead he interrupted and brought the topic of conversation back to himself
School staff added that Ds often looks past the person he is speaking to ie avoiding eye contact, and that he doesn't grasp sarcasm, and becomes annoyed about this.
In addition there are times when Ds smirks which or course could be interpreted as cheeky, although school staff do not believe is the case. And of course, this could result in difficulties when he is with other children, or adults, who are unfamiliar to him
Approach to learning - school staff report it is necessary to break down tasks for Ds in order to support his organisation eg to clarify what needs to be completed first, next, etc
School staff added that he likes to have order within the class and that he will impose his own order at times. Similarly, he hates to have breaks in his routine.
It is thought that Ds tendency to distract others in class eg via making silly noises, flicking the rubber off the desk, flopping across his desk etc may be a strategy to avoid tasks which he finds difficult or not particularly interesting
Ds dislikes having to complete a lot of writing
Ds dislikes having support in class
Ds is very caring towards others at times, especially to lower ability children
Ds parents report that they use picture cards and lists to help him with the morning and evening routines, however, in line with his recent diagnosis he avoids demands and, therefore, such tasks can take a long time
Ds was very keen to be informed of how he was doing, although frequently commented on how poorly he was performing and often commented that he wouldn't be able to carry out tasks before attempting them eg making comments such as I've not a clue, can I give up, I'm failing, I've done better before.
There were occasions when he was able to succeed following encouragement to persist, rather than to give up, on a 1:1 basis
Ds word reading was assessed using BAS3. He read the initial items fluently ie those consisting of high frequency words and simple words. However, as words became less familiar, he began to read more slowly eg with words like building, babies, climb and piece. Again Ds seemed to be concerned about struggling with some items eg saying I bet I'm only up to aged 7. Ds gained a borderline range, between low average and extremely low
Independent writing - initially being reluctant to produce a piece of independent writing, and protesting about this, Ds was persuaded to do so.
Objectives
To make appropriate progress within the national curriculum. With a particular focus on literacy development
To respond positively to adult requests in school
To communicate and manage his anxieties effectively
To conform to normal routines and behavioural expectations in school
To manage changes in routine effectively
To use strategies to support difficulties with attention and concentration
To recognise his skills, achievements, progress and qualities
To become less dependent on additional adult support as time progresses
To make a successful transfer to secondary school education
It will be necessary for the above objectives to be broken down into smaller, manageable targets for Ds to achieve
Provision
Education in a setting with a positive and inclusive ethos
Access to incidental/peripheral adult support as necessary
Access to small group 1:1 support as necessary
Access to professionals who are experienced and qualified to work with students with additional needs including those linked to ass, including language, communication and anxieties, ADHD, literacy and coordination
An understanding of his strengths and areas of difficulty, and a shared and consistent approach, by all those who teach and supervise him. Of course, this would also involve staff being aware that some of the behaviours engaged in by Ds eg reluctance to comply, reluctance to give eye contact at times etc, may be linked to intrinsic difficulties rather than to deliberate oppositional behaviour
Attention being given to the amount and frequency of homework ie the usual amount of homework might raise Ds anxieties and result in behavioural difficulties
Seating in a low distraction part of the classroom - if helpful/when possible
Arrangements to leave the classroom/work in an alternative setting when he finds tasks too challenging