51ºÚÁÏ

At the dentist is a social story to help prepare children with Autism feel less anxious about a visit to the dentist. A social story is a narrative made to illustrate certain situations and problems and how people deal with them. They help children with autism understand social norms and learn how to communicate with others appropriately.

Young children need play experiences at the same time as language stimulation in order to understand and use the concepts. Box Clever aims to do just this. It provides a method of language stimulation within the classroom that incorporates:
Play that is fun
Daily repetition of activities
Adults talking to children at the right level as they play
Opportunities for children to experiment while playing with their friends The aim is to improve the vocabulary and the storytelling skills of every child in the class. This resource has the Colourful semantics cards added to this to support non verbal students to be able to construct sentences and communicate their stories.

This training will provide valuable insights on managing spitting behavior in children with autism. I would like to emphasize the importance of understanding the underlying causes and triggers to effectively address the challenging behavior. The suggested strategies, such as teaching functional communication, positive reinforcement, coping skills, and using visual supports, offer practical approaches to curb spitting episodes. Keep in mind there is a need for personalized interventions, considering each child’s unique needs and characteristics.

Red Ditty

Social

To praise or not to praise, that is the question. Everyone values being praised and recognised for their hard work. This plays a huge part of nurturing student’s self-esteem and confidence. Praise has its place in any lesson; to reject it would be to encourage a clinical and cold environment. When well employed, it can motivate students and help build a positive and optimistic classroom culture. But people can spot disingenuous praise a mile off, and students are no different; they know what constitutes their best efforts and if they are really striving to achieve it.

Read Write Ink Red Ditty let’s run.

This Physical Education (PE) programme is tailored for Year 2 pupils with high needs Special Educational Needs and Disabilities (SEND). It provides a safe, inclusive, and structured environment where children can develop their physical, social, and communication skills through adapted PE activities. The curriculum is designed around key areas of physical development including fundamental movement skills, body awareness, coordination, teamwork, and sensory integration. Lessons are carefully planned to be accessible to all, with activities broken down into manageable steps and supported by visual aids, communication systems (such as PECS and Makaton), and personalised adaptations as needed. Each session follows a consistent routine to promote predictability and confidence, and every activity is differentiated to ensure all pupils are able to participate and progress at their own level. Four week planning included. Target Group: Year 1/2 pupils with high needs SEND (ages 5–7) Duration: 38 weeks (one session per week, 75 minutes each) Aims: To develop core physical skills (balance, coordination, movement, object control) To encourage positive social interactions and teamwork To improve understanding of routines, safety, and personal space To enhance communication using visual supports and structured activities To support sensory regulation through movement and relaxation Key Features: Highly structured sessions with clear routines Multi-sensory and visual resources A focus on small, achievable steps and celebrating all progress Activities adapted for physical, sensory, and communication needs Regular opportunities for assessment and feedback Outcomes: Increased confidence in physical abilities Improved understanding of safe movement and personal space Greater engagement and enjoyment in physical activity Progress in individual physical and social targets