Learning at Insights
We are continually developing and improving our facilities and the learning/achievement opportunities we offer. All staff participate in training to enable us to create a learning environment that is structured, secure, as well as challenging so that pupils can confidently develop their ability to adapt to changes in their circumstances and environment.
Students have a personalised learning programme. Intervention strategies are based on their assessed needs and objectives of their statements. Speech and language intervention targets their speech, expressive and receptive language, nutrition (sensory aversions) and pragmatics (social communication behaviours). Occupational therapists support students with their sensory needs and development of fine and gross motor skills. Play and Art Therapy are provided with counselling. We take a holistic approach, working closely with teachers, support staff and families, ensuring goals are child-centered.
All aspects of learning are broken down into small achievable steps, and are taught in a systematic and consistent way and achievements are reinforced to enable students to apply learned skills in new situations. Regular communication with parents/carers is an important part of the process of developing functional, social and life skills and self-management of behaviour.
For students in Key Stage 1 & 2, the focus is on ‘Learning to Learn’ skills.
Greater emphasis is placed on developing functional life-skills for students in Key Stages 3 & 4 and on developing vocational, work-related learning skills.
Our Support Strategies include:
- Providing a very clear structure and a set daily routine.
- Providing warning of any impending change of routine, or of activity.
- Using clear and unambiguous language.
- Addressing the student individually at all times.
- Repeating instructions and checking understanding; using short sentences to ensure clarity of instructions.
- Using various means of presentation, such as; visual displays, physical guidance, peer modelling, etc.
- Promoting consistency in practice and approach from all staff.
- Recognising that some change in manner or behaviour may reflect anxiety (which may be triggered by a minor change to routine).
- Not taking apparently rude or aggressive behaviour personally and recognising that the target for the student’s anger may be unrelated to the source of that anger.
- Specific teaching of social rules/skills, such as turn-taking and social distance.
- Giving consideration to classroom environment so that displays and the acoustics are not distracting for students.
- Linking learning to students’ particular interests.
- Providing buddies at free times, and promoting awareness of ASD within the school community.
- Allowing the students to avoid certain activities which they may not understand and supporting them in open-ended and group tasks.