Teachers to consider the following:
- Recommendations from specialist support services being used to support the development of curriculum content and delivery for the young person.
- Teaching and learning opportunities suitably differentiated to take into account the young person’s sensory needs.
- Appropriate levels of intellectual challenge and support for individuals consistently provided.
- The sensory and physical demands of the subject area have been considered and adjustments made in order to improve access where appropriate through:
- Differentiating by task, outcome or teaching materials.
- Allowing more time to complete tasks (this is incorporated into curriculum planning).
- Opportunities for distributed practice (little and often) and interleaved learning (mixing the old and new learning).
- Young people are given opportunities to demonstrate their learning in a variety of ways, such as:
- The use of alternative methods of recording. Use of appropriate ICT.
- Teaching assistants used to deliver structured evidence-based interventions.
- Teaching resources are age appropriate, inclusive and relevant.
- Regular reviews have been held throughout the year, with the young person and parents central to this process. Review has focused on pupil progress, effectiveness of strategies, new information or factors and the setting of new outcomes.
- Named Qualified Teacher of children with Visual Impairment (QTVI) to be contacted regarding concerns / changes related to vision loss and specialist equipment.