Intervention to support pupil with an EHCP
School were considering that a year eleven pupil with an EHCP required more specialist provision, as they were unable to meet his needs. Although the pupil did not like school he did not want to attend a different school.
Through the Autism and Complex Communication Needs team’s interventions, the pupil made significant progress.
Key Barriers to Learning:
- inflexibility of thought leading to inability to see the teacher’s point of view and the purpose of certain activities
- frequently leaving the classroom whenever things did not go according to his wishes
- extreme anxiety regarding examinations
- inability to take exams, refusing to attend the exam room or refusing to do any work on the paper
- unwilling to do exam practice tasks because they caused too much anxiety
External agencies who have been involved:
- Autism and CCN Team
- Educational psychologist historically
Assessments of need in the classroom, since referral, by the Specialist Teacher and advice given to school.
One to one mentoring
- to identify the barriers and liaise with school to make changes in the environment or with equipment
- to discuss with pupil more appropriate mind-sets, strategies and courses of action and support him in putting these in place
- to identify the issues that are causing him stress or anger and give feedback and advice to the SENCo so that changes could be made
- give a regular support structure in which he felt listened to and which allowed him to tolerate difficulties knowing he would soon be able to talk them through
One to one exam skill practice for English
Reduced classroom disruption
Pupil still needs to leave the classroom at occasional times but he is able to identify when this should be and leave calmly rather than arguing with the teacher and leaving in an angry manner. He leaves when he is tired or stressed.
Reduced exam anxiety
Pupil is now attending all his exams and attempting them. He is able to work on practice exercises in his 1:1 sessions and in lessons whereas previously he would not entertain doing so.
Pupil still experiences extremely fixed viewpoints but is moving forward in understanding how best to approach situations in school. In general he now manages this very well, with the support of having key adults to ‘sound off to’ when he is stressed.
With advice on strategies given and advocacy to give pupil a stronger voice, school has been able to change some of its systems and provide a more supportive environment in which his needs are being met well.