Page 37 - PSPS: A Training guide

Example: Teaching how to break tasks into smaller, manageable steps or providing
organisational tools, such as colour-coded folders or planners, can assist in promoting
independence and success in the school setting.

Collaborating with Teachers:
Working closely with primary teachers and educators is essential in
supporting children with attention and behaviour disorders. Providing
them with information about the child's specific needs and recommended
strategies can help create a supportive classroom environment.

Example: Encourage open communication between the child's family and
teachers to ensure consistency in approaches and to address any concerns
that may arise.

Individualised Transition Plans:
Each child with attention and behaviour disorders may have unique needs, strengths,
and challenges. Collaborating with the child, their family, and relevant professionals,
such as psychologists or play therapists, can help develop individualised transition
plans.

Example: Take your time to outline specific accommodations, interventions, and goals,
which have to be implemented on your part and by the school and educators to
ensure a smooth and successful transition to school.

* An individualized Transition Plan could be equally applicable to all types of disabilities
if they are structured to take into account the levels of functioning and specific needs
of each child with disability and SEN.

Children with speech and language disorders may have difficulties with speech and
language development. These children may benefit from speech and language
therapy to help them improve their communication skills. Families of these children
may need support in understanding their child’s communication needs and accessing
appropriate services. Here are some examples of actions that educators/transition
professionals might take:

Conduct Assessments:
Educators/transition professionals can assess the specific communication needs
of each child with a communication disorder. This assessment can involve
evaluating their speech and language abilities, identifying areas of difficulty, and
understanding their individual strengths and challenges.

Develop Individualised Plans:
Based on the assessment results, educators/transition professionals can
collaborate with speech-language therapists and special educators to develop
individualized transition plans. These plans should outline specific goals,
strategies, and accommodations to support the child's communication
development during the transition process.