A power point guide on how to use the Roger Phonak touch screen radio aid.
Precision Teaching is an intervention approach aimed at improving a student’s fluency in a skill where automaticity is required. Teaching objectives are ALWAYS specific and teaching sessions are daily, brief and timed.
Children with learning difficulties (LD) and autism often have the information you are asking them for, but don't understand the question or how it is being asked. This article will go through some top tips for educators and parents.
This article will look at understanding puberty as a child with autism and what school and parents can do to help support them.
Sliding scales are a great way to help children with Autism grasp a number of different behavioural, social and relationship issues.
A dyslexia friendly school's checklist to help enhance the learning of your pupils with dyslexia.
People with autism often see social situations differently from others and find it hard to read ‘social cues’. It is extremely important to teach both what to do and why we do it, in different social situations. ‘Comic strip conversations’ can be used to address these difficulties and aim to improve a person’s social understanding.
In this Webinar Sue Muir, one of our teachers of the deaf looked at the importance of schools having a 'hearing champion' a member of staff who can be an advocate for the needs of hearing-impaired pupils and who can make sure that their needs are understood and taken care of within the classroom.
Phonics instruction alone is not enough to help students learn and develop their spelling. There are a number of challenges [...]
Sensory circuits can be a great way to help children with autism manage their anxieties and can encourage self-regulation. Sensory [...]
Children and young people with special educational needs can find transitioning from class to class or school to school particularly difficult. In this webinar we present some techniques and resources that can smooth the path, for both students and teachers.
Lego therapy, or Lego club, as many schools call it, can be helpful for children with ASC and social communication – its develops turn taking skills, collaborative skills, joint attention, negotiation and how to ask for and accept help and clarification.
Pupils with SEND will need access to a well-planned transition programme to help prepare them for secondary transfer. It is [...]
Transition can be a particularly difficult time for young children with SEND; different classrooms, new staff and changing routines can all be really challenging concepts. Find out what you can do to support smooth transitions in the early years of education.
If students with a visual impairment are approaching their exams, the following may be helpful based on a recent RNIB [...]
Children with SEND often have difficulties with fine motor skills and this in can lead to difficulties with handwriting. The difficulties [...]
GPs, Ophthamologists, Orthoptists, Optometrists, Paediatricians, Dispensing Opticians. Each may have a role to play in a young person's eye care. Here's your guide to who does what.
The sheer number of eye conditions out there can be bewildering. If you have a child who has received a diagnosis and you're trying to find out more information about their condition, these fact-sheets may help.
Many people hear words orientation or mobility training, but aren't quite sure what they mean. We explain.
You do not have to be severely sight impaired to benefit from the use of a cane. There are different types of canes available that can help you become a more safe, confident and independent traveller. Here's a guide to some commonly available canes.
Environmental audits provide information and practical advice to make the school environment less confusing and more accessible to students, staff and visitors who have a visual impairment.
Visual supports are aids such as objects of reference, photographs, symbols, signing and text which can be used with pupils with SEND to support spoken language.
A personal reward chart can be used to motivate appropriate behaviour.
A ‘first, then.. ‘ board helps the student to become aware of the basic sequence of activities during the pupil’s day and show him or her what will happen next
A visual timetable denotes the sequence of activities for the group or individual. Timetables a good way of helping to create structure and routine for children with SEND.
A work basket is a tool which provides a visual work structure for the student and develops organisational and independence skills.
In this video we look at what the buttons do, how to fit it in an ear - and what to do if it starts making strange whistling sounds.
In this video, we show you how to change the batteries on common hearing aids.
If a child has a visual or a multi-sensory impairment, their hands are the means by which they obtain information. Often the people working with these children need to bring the world to them in the form of objects.
A choosing board helps visually present options to a pupil, add structure to activities that can be confusing and can be used to break down a time table and help the pupil to access classroom activities. There are 2 ways these can be used – either free-flow or with a box of activities.