Accessing the environment
Accessing the school/setting environment. Adaptations and adjusted resources.
Conduct an environmental audit before the learner starts. This ensures that any necessary adjustments to the physical space are made in advance, promoting a safe and supportive setting from the outset.
Adapt seating, lighting, visual stimuli, and acoustics to suit the learner’s needs. This helps reduce sensory overload and supports concentration and comfort throughout the day.
Minimise clutter in the classroom to maintain a safe and organised environment. A clear and structured space can reduce anxiety and help the learner navigate their surroundings more confidently.
Present information and resources visually with clear task instructions and communication. This supports understanding and reduces cognitive load, especially for learners who benefit from visual reinforcement.
Use ongoing monitoring and assessment to support speech development and oral expression. This allows for timely interventions and ensures that support is tailored to the learner’s evolving communication needs.
Scaffold support to encourage independence in navigating the school environment. Gradual removal of support helps build confidence and autonomy in the learner’s daily routines.
Consult the child or young person (CYP) about what works best for them. This empowers the learner and ensures that strategies are personalised and responsive to their preferences and experiences.