The Doubletrees Curriculum
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The Doubletrees Curriculum Aspiration, Confidence, Independence 1 Contents 2 Introduction The Curriculum – what subjects are statutory? The Developmental and Therapeutic aspects and Curriculum Balance IEPs Red Files Key stage progressions and Curriculum Content Lesson Planning Assessment for Learning – good practice The Timetable Blue Progress Files and Target Setting Learning Environments and Curriculum Delivery Introduction This document is intended primarily to provide a guide for staff to the Doubletrees approach to the curriculum, but can also be shared with staff, governors, families, professionals etc. It should be remembered that the curriculum shifts and changes over time, so this document will be updated as the need arises to keep it up to date and relevant. Likewise the strategies and provisions used to support learning within the curriculum will be refined and developed according to the needs of the pupils and to reflect national developments in good practice. Planning for learning begins with the needs of the pupils in the class… …by making sure they have plenty of motivating opportunities to practice all the skills targeted in their Individual Education Programme, as these are the skills which will tackle barriers to learning …sometimes prioritising them over Subject Objectives … plus always encouraging the pupils to take the lead and show us what else they can do. We tweak the curriculum to suit the pupils, not the other way round… …and structure the learning environments and activities for the class to make learning possible… 3 The Curriculum – what subjects are statutory? There are certain subjects which must be taught at each key stage (not including Post 16). entitlements, ie they are not compulsory. EYFS Those which are bracketed at KS4 are Foundation Stage KS1 KS2 National Curriculum KS3 KS4 Communication, Language and Literacy English English English English Problem Solving, Reasoning and Numeracy Maths Maths Maths Maths Knowledge and Understanding of the World Science ICT History Geography RE Science ICT History Geography RE MFL Science ICT History Geography RE MFL Science ICT (Humanities) RE (MFL) Creative Development Art DT Music Art DT Music Art DT Music (Art) (DT) Physical Development PE PE PE PE Personal, Social and Emotional Development PSHE PSHE SRE Citizenship Careers SRE PSHE Citizenship Careers WRL 4 Moving On P16 Functional Skills English Maths ICT World Studies Science Technology Foreign Cultures Creativity World Religions Life Skills PSHE Citizenship Leisure and Recreation Daily Living Skills Vocational Studies WRL Careers/Post School Planning The Developmental and Therapeutic aspects and Curriculum Balance Because of the range of learning styles and SENs encountered in the pupils, teachers need to be able to employ an equally wide range of responsive strategies and approaches. The teacher planning must ensure multiple cross curricular opportunities for pupils to achieve success and generalisation of their IEP targets, which would typically encompass developmental and therapeutic objectives. The school curriculum provides a rich context for learning. Pupils must be offered a breadth and balance of experience, in a framework which teachers can use flexibly to generate a variety of motivating learning experiences. These should engage and energise the pupils, and give them opportunities to acquire and practice their skills and experience success. P1-2 Objectives for planned lessons: P2-3 P3-6 Predominantly taken from IEPs P5-8 mixture NC1 and above Predominantly subject orientated Lesson styles P 1-3 Pre-formal P4-8 Semi-formal – some structured play, functional activities and a topic approach National Curriculum levels, Key stage 3 and above - Predominantly Formal Flexibility is key to meeting individual needs. Every pupil at Doubletrees is an individual needing a tailored package of support for their learning, and a different weighting of time spent on each element of their personalised curriculum and timetable. Thus the circles on the following diagram will shift and change size for each pupil, for some more dramatically than others. National Curriculum Therapies and Developmental Curriculum 5 Wider Curriculum IEPs The Doubletrees IEP document is key in detailing individual objectives/learning intentions, and should drive the pupil’s learning experience. The IEP annual cycle commences in the term in which the Annual Review takes place. Targets should be derived from the learning objectives in the Statement/EHCP, and therefore focus on priorities for the individual that will promote independent access to learning and the curriculum. They are set in collaboration with parents and key professionals during structured conversations, are revisited at least termly, and objectives can be closed or added as required. They would typically fall into any or all of the following areas: Communication, Cognition, Physical/Sensory, Behaviour, Social Development and Independence Any therapists and teacher advisors who are supporting the pupil may set objectives which can go into the IEP. Other potential sources of inspiration for objectives – or ‘learning intentions’ - include: P1-3 - Welsh Routes for Learning has been developed for pupils working at P1-3 (Profound and Multiple Learning Difficulties) and covers the areas of communication and cognition. P4 and above - The MAPP documentation is most useful for pupils working at P4-8 and covers the areas of Communication Thinking skills Personal and social development P4 and above - The Victoria School Multi-Sensory Impairment curriculum has been designed for those working at P1-8, but is not restricted to those who have a multi-sensory impairment. It is not a scheme of work, but focuses on how children’s learning can be structured and managed. It covers the ‘domains’ of Social relationships and emotional development Communication Conceptual development Sensory responses Understanding of time and place Orientation, movement and mobility Ownership of learning Responses to routines and changes. Personal Learning and Thinking Skills are becoming usurped and surpassed by the development of the IEP areas, and in the future will not need to be key to planning. Other useful assessments include developmental checklists such as Kidderminster and Callier Azusa, PVCS and Manchester Pragmatics Profile (communication) and Vision for Doing (Sensory). 6 Sample IEP document derived from MAPP materials Name Target Prompting Fluency Maintenance Generalisation C.S.D. Scale Target Prompting Fluency Maintenance Generalisation C.S.D. Scale Target Prompting Fluency Maintenance Generalisation C.S.D. Scale 7 WM Year Group WM will use multi-pointing to indicate object location (2 points in sequence e.g. water – cup) 6 baseline 21/09/09 final assessment 01/07/10 44.44% 44.44% 66.67% 66.67% 1 2 3 4 5 6 7 8 9 10 WM will sequence 2-3 symbols and photographs when prompted baseline 21/09/09 final assessment 18/12/09 33.33% 11.11% 33.33% 00.00% 1 2 3 4 5 6 7 8 9 10 WM will sort by one criterion in different contexts baseline 21/09/09 final assessment 18/12/09 33.33% 11.11% 11.11% 11.11% 1 2 3 4 5 6 7 8 9 10 IEP focus areas The following table sets out the recommended IEP focus areas and suggests possible responsive and proactive strategies and provisions to employ to reflect the stage each pupil has reached and support further development. These should become embedded in the class timetable and routines. The ability P1-2 ranges of pupils at Doubletrees: P2-3 P3-6 P5-8 NC1 and above Communication Communication Pre-intentional (reflexive or reactive) Intentional non symbolic Early symbolic Formal eg facial expressions, body Understand and use symbolic communication movements. May Supplemented with non verbal communication understand a few symbols and start to use them. Assess using Welsh Routes Use MAPP materials to help set IEP objectives All learners treated as intentional Needs access to speech Speech signs symbols Speech signs symbols pictures, maybe accessing communicators – adults pay signs symbols pictures or pictures through IT attention to every sound, objects of reference, maybe miniaturised/partial objects expression and body movement accessing though IT of reference, maybe and respond as though it was an accessing through IT intentional communication (Intensive Interaction 24/7). Patterns are looked for which can then be responded to by all in the same way (ACA) to cross from pre-intentional to intentional communication Adult language is kept simple (key words), relevant to the lesson and always involves the learner (not chatting over their head!) Cognition Cognitive development Behaviour state driven and repetitive Discriminates between self and environment. Starts to explore objects and adults with repetitive movements and begins to understand cause and effect. Assess using Welsh Routes 8 Uses a range of strategies to explore and manipulate objects, understands the functions of familiar items Understands and High level of structure to participates in early semiacademic work. Formal formal academic work with timetable. support Aware of print, Braille, Moon or another formal recording system Use MAPP materials to help set IEP objectives Physical/Sensory Physical/Sensory Movements not purposeful or organised Can orientate self in teaching base and respond to landmarks on familiar routes Sensory Aware and responds reflexively Starts to discriminate familiar stimuli and identify meaning. Sensory location markers around school, Recognises and Uses familiar environments confidently and competently. remembers key routes and Can explore and map new environments with help and environments, able to follow known routes explore new environments, needs support to travel to them May discriminate and Integrates information from different senses. recognise stimuli but only Understands the implications of familiar sensory understands the information and seeks further information if necessary. implications of very familiar sights and sounds Sensory integration Room Sensory Diets Behaviour and Social Development Acts on own needs without intention. Aware of adults, intermittently aware of peers Egocentric – may interact with familiar adults – acts in response to own feelings and wants Egocentric still but increasingly aware of feelings and desires. May moderate emotional responses. Interacts with peers in structured situations Able to express feelings intentionally and show some empathy for others. Initiates and briefly maintains interactions with peers. Responds in small group situations and begins to understand social codes eg sharing. Need for structure, routine, predictability at all stages. Positive Support Plan in place if necessary Independence (in Learning) Ownership of learning Actions are pre-intentional AfL strategies Skills Based Learning – SMART targets – always taught one to Traffic light system may be one - eating and drinking, noticing stimuli, responding used here onwards so that consistently to one stimulus, contingency responding, pupils can start to reflect contingency awareness, tracking, object permanence, selecting on their levels of from two or more items independence. Process Based Learning – SCRUFFY targets – holistic – STILL NEEDS PLANNING FOR! - the process of the teaching is the objective and the learner takes the lead – eg Intensive Interaction – progress is recognised retrospectively and feeds into further planning Track through Welsh Routes and B Squared Citizenship Responds to immediate Here and now Moving beyond here and Refers to past and future sensations now events and talks about people who are not present ORs. ORs. Anticipation shelf for ORs. Individual schedules Understanding of time and place 9 Works co-operatively with adult on familiar motivating activity Beginning to differentiate between actions they can complete independently and those with which they need help Teach to ask for help using own communication method (PECS, Makaton etc) Completes familiar activities independently and indicates when help is needed Share objectives with pupils Traffic light system Co-working with peers Feedback from staff Learn from the unexpected, the break from routine Red Files Advice, programmes and record keeping documentation from external professionals are kept in the classroom in red clip files. The file should contain – Any external agency reports which set objectives for the pupil (eg SaLT, Physio, OT, Sensory Diet, VI, HI). Any tracking sheets set by the therapists. If there is a physio plan there is usually also a daily handling plan which should be appended – this is the back page of the moving and handling risk assessment. A copy of the pupils’ Communication Passport or This Is Me – these often give general advice around approaches to learning which are helpful to the pupil. A copy of the current IEP, which is updated and printed out at each half term. 10 Key stage progressions Key Stage Age range Emphasis Early Years and key Stage 1 2-7 The EYFS supports learning and development through play and exploration, active learning, and creativity and critical thinking - making practitioners respond to not just what children learn, but to how they learn - Finding out about myself, my family, my school. Key stage 2 7-11 Becoming more independent learners - learning to do things for myself and others, interacting and communicating successfully with my peers and appreciating others. Being proud of my accomplishments. Key stage 3 and 4 11-16 Developing my understanding, appreciating, socialising and being empowered. Getting to know and like myself as I grow up, and working out how I can help make things better for myself and my community (my home, my school, my family and friends). Becoming a resilient learner and understanding how to improve my work. Becoming more independent in my learning and life skills. Post 16 16-19 Broadening horizons, putting learnt skills into a functional context, working towards further education, supported employment, supported or independent living through acquiring vocational knowledge, skills and understanding, functional Skills (English, Maths and ICT) and Personal and Social Development. A cross curricular theme of enterprise supports vocational learning. 11 Early Years and Key Stage 1 – Learning to explore – the EYFS supports learning and development through play and exploration, active learning, and creativity and critical thinking - making practitioners respond to not just what children learn, but to how they learn. My home, my school 2013-2014 2015-2016 2016-2017 2017-2018 Autumn All About Me Colours, Patterns and Shape We Can Do It Celebrations Likes and Dislikes Spring Changes and Materials Stories Weather Our Senses Summer Growing Things Seaside Games and Toys Rhymes 12 Key Stage 2 – Developing independent learning skills – Becoming more independent learners - learning to do things for myself and being proud of my accomplishments. Cornwall Theme Personal Learning and Thinking Skills Autumn Spring Summer 13 2013-2014 2014-2015 2015-2016 2016-2017 The Senses Effective participators Houses and Homes Reflective Learners Gardens, Plants and Growth Creative Thinkers Patterns Team Workers The Seasons Effective participators Local Festivals Reflective Learners Sport Creative Thinkers Making Choices Team Workers Food Self Managers Holidays and Journeys Independent enquirers Growing Up Self Managers Space Independent Enquirers Keys Stages 3 and 4 – Finding our identities – Getting to know and like myself as I grow up, and working out how I can help make things better for myself and my community (my home, my school, my family and friends). Becoming a resilient learner and understanding how to improve my work. Great Britain and Europe Cross Curricular Dimension PLTS Autumn Spring Summer 14 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 Scotland Spain Wales Germany Italy England Russia France N Ireland Spain Denmark Scotland Poland Greece Wales Community Participators Effective participators Technology and the Media Reflective Learners Enterprise Team Workers Community Participation Effective participators Technology and the Media Reflective Learners Enterprise Team Workers Creativity and Critical Thinking Creative Thinkers Identity and Cultural Diversity Independent enquirers Creativity and Critical Thinking Creative Thinkers Identity and Cultural Diversity Independent Enquirers Healthy Lifestyles Self Managers Healthy Lifestyles Self Managers 2018-2019 Falklands Gibraltar Channel Islands Community Enterprise Participators Team Effective Workers participators Technology Healthy and the Lifestyles Media Self Reflective Managers Learners Creativity Identity and and Critical Cultural Thinking Diversity Creative Independent Thinkers Enquirers Post 16 Moving On curriculum – broadening our horizons - Putting learnt skills into a functional context, working towards further education, supported employment, supported or independent living through acquiring vocational knowledge, skills and understanding, functional Skills (English, Maths and ICT) and Personal and Social Development. A cross curricular theme of ‘sustainable’ enterprise supports vocational learning. The World Theme 2013-2014 Traveller 2014-2015 Voyager 2015-2016 Globetrotter 2016-2017 Adventurer 2017-2018 Explorers Africa New World Australasia Europe Asia (Old cycle) Horticulture 2 Creativity 1 Horticulture 2 Creativity 1 Horticulture 2 Creativity 1 Horticulture 2 Creativity 1 Autumn Creativity 2 Recycling 1 Creativity 2 Recycling 1 Creativity 2 Recycling 1 Creativity 2 Recycling 1 Spring Recycling 2 Horticulture 1 Recycling 2 Horticulture 1 Recycling 2 Horticulture 1 Recycling 2 Horticulture 1 Summer 15 Lesson Planning Lesson Planning sheets have a format derived from the MAPP materials. Samples of formats which have been developed at Doubletrees are stored in Curriculum/Planning Documents on the Shared Area – please upload your formats here so they can be shared. There is flexibility about the actual format of the planning but it is key to demonstrate that you are practising and generalising IEP targets across the curriculum, and where appropriate also setting differentiated curriculum targets. It is also important to record the P level the pupil is working within for the subject(s) for pupils aged 5 to 16. There are various grid systems that staff have developed to enhance the planning sheets – a copy of the codes to use for degree of prompting is shown below. It is important to keep any anecdotal records to feed into the IEP/Annual Review and Annual Report to Parents. Post 16 groups use an ABC recording system which ties in with the EQUALS Moving On evidence sheets. It is crucial that TAs are given access to the planning before and during the lesson so they know what learning they are supporting and what to look out for. They must also be involved in the recording process, which should happen as immediately as possible. AI D 16 AH AU AVi AVe Achieved Independently Attempted on their own – practicing and developing Hand over hand Hand under hand Visual prompting Verbal prompting AP Physical prompting AG X Gestural prompting Refused Completed the objective without any help. Made an effort to complete the objective on their own but did not achieve. E.g. tried to do a worksheet but got it wrong. Successfully achieved the objective but required hand over hand support. Successfully achieved the objective but required hand under hand support. Successfully achieved the objective but required symbols or photos to support. Successfully achieved the objective but required verbal support. E.g. a question asked or instruction given. Successfully achieved the objective but required physical prompting e.g. touch to direct pupil. Successfully achieved the objective but required a gesture in support. Doubletrees Medium Term Planning - example Pupil Class Each pupil will have their own sheet Subjects/Theme and levels working in Remember to state p level the pupil is working within for each subject Activities: for the next 6 weeks approximately Short description of the activity that will form the basis of the lesson each day/week OR description of the routine that will take place each time this session is timetabled. Term Day and Time Eg Autumn 1, or Spring 2 This is the timetable slot this session will occupy eg Monday, 11.30 to 12.15 Observations: (Remember Prompting, Fluency, Maintenance, Generalisation) These comments will provide information for the next IEP review and Annual Review, and help in updating B Squared and Welsh Routes. 1 2 3 4 5 6 IEP/Curriculum targets: date date date date date date IEP targets can be prioritised here as they give access to learning. The more able the pupil, the more curriculum targets can start to take precedence. Many classes choose to keep these planning sheets in individual pupil clip files with the pupil’s current IEP attached to the cover. 17 Assessment for Learning – good practice For all pupils, assessment is ongoing and formative, in order to ensure that their individual objectives and targets, and hence lesson planning, are based on an up to date knowledge of the pupil. Classes can develop their own systems, based on the MAPP lesson planning materials, but as a general rule observations need to be recorded at the first opportunity. Many classes use post-its and/or printouts from B Squared as a quick way of doing this. The use of video is promoted as an effective way of reviewing the progress of more complex pupils. Many of our pupils cannot engage fully in ‘Assessment for Learning’ as it is understood in mainstream – this requires pupils to be able to understand their learning objectives and make judgements about what they could do to improve their work further. Doubletrees pupils often need the support of an adult such as a teaching assistant who can play a key role in leading learning, showing pupils what is expected of them and how to improve their work further. The TEACCH Workstation system can give the pupils more independence in their learning by making what is expected of them, and when it will be completed, visually explicit. At Doubletrees this engagement in learning and subsequent empowerment can be achieved for less able pupils through the setting of ‘SCRUFFY ‘ targets – ie objectives that allow us the flexibility to follow the lead of the learner rather than guiding them towards an outcome set in stone.. A typical example of this would be an Intensive Interaction session. Specific Student led Measurable Creative Attainable Relevant Realistic and relevant Unspecified Time related Fun For Youngsters 18 The Timetable It is important to incorporate into the timetable activities that will most effectively promote learning. Pupils need opportunities to practice the skills they are learning through their IEPs. From Key Stage 2 and upwards classes at Doubletrees generally fall into three main groups: pupils who have a diagnosis of autism or similar needs (typical range P4-7) pupils with profound and multiple learning difficulties or complex severe learning difficulties (typical range P1-P6) pupils with severe learning difficulties (typical range P6-NC level 2). The ‘class boundaries’ have to be flexible, as the pupil population shifts and changes each year, or to facilitate different social mixes within the groups, or provide a pupil with increased levels of challenge. When planning their timetable, teachers should check they are delivering all of the statutory subjects over the course of an academic year. Typically, English and Maths would appear daily in some form on the timetable. PE, PSHE, RE and Science should have at least a weekly appearance. Citizenship and ICT do not have to be taught as discrete subjects. It is not necessary to cover the other non-core subjects every term. The curriculum plan aims to make subjects complement one another. It is up to individual teachers how to combine them. It is recommended that teachers take a topic approach, and teachers are given the flexibility to use their professional judgement to use the curriculum materials to create a plan that is most suited to their class. For monitoring purposes, timetables for all classes are expected to show which subjects/areas of learning are being addressed in each timetable slot. Class timetables are copied to key stage leads at the start of every term. 19 Blue Progress Files and Target Setting The core subjects for Doubletrees are English, Maths, PSHE and Citizenship. that judgements are made about pupil progress and school improvement. It is through tracking pupil progress in these subjects The Blue Progress Files are designed to allow regular monitoring of individual pupil progress, and to review whether supporting provisions are still effective. Contents of Blue Progress Files: For pupils from years 2 to 11, B Squared Pupil Progress towards targets in English, Maths, PSHE and Citizenship is updated 6 times a year. EYFS pupils are tracked via the EYFS PODs. Pupils on the Entry Level and Moving On courses have their progress monitored via the Progress Trackers. Pupils from Year 2 to Year 11 have a CASPA Progress by Aspect graph for the previous year. The Issues, Interventions and Impact sheet contains information about what provisions and strategies aheve been put in place to support learning and progress. This is also reviewed half termly. The Accreditation Forecast and Outcomes is started in the Easter of Year 9 and then updated every September. A copy of the evaluated IEP, updated in the same term as the Annual Review, and the previous two. Annual Welsh Routes summary – P1-3 – copy to pupil file from shared area/curriculum/ PMLD curriculum/ Welsh Routes for Learning/Middle School Assessment Profile For pupils P1-8 with multi-sensory impairment or autism, a Profile Summary Sheet showing progress through the Victoria School MSI ‘curriculum’ Anything else that shows achievement to date or references to checklists kept elsewhere eg Independent Living Skills checklist, Rainbow Road Half Termly Reviews of progress towards targets: 20 Is the pupil on track to achieve targets? If not, does the nature of their support need to be changed/tweaked/added to? Are the targets still aspirational? If things are not going well – and what are we doing about it. The data is never the end of the story, it should pose questions to answer. Learning Environments and Curriculum Delivery Many strategies used in ASD and MSI classrooms are standard good practice to be used for all pupils. The following are seen as examples of good practice for all pupils, and should be used to give as much support as the individual pupil needs. All classrooms should be able to meet the following standards. A safe, tidy uncluttered environment (keep displays to confines of notice boards, consider if all displays are necessary) Pupils’ communication systems in place, easily accessible to the pupil at all times, and understood by all staff Dedicated noticeboard to display class weekly timetable, staff and pupil photos, pen portraits of the pupils, class visual timetable for the day if appropriate. Red Therapy Files where therapists can access them. Blue Progress Files Accessible Positive Support Plans for individuals which all staff have read Up to end of Key Stage 3 - ongoing Celebration files for the last three years containing examples of learning taking place Chairs and tables which allow the pupils to sit with their feet on the floor and work in a comfortable position Suitable lighting and blinds/curtains to adjust light levels as needed LCD touchscreen and computer 2 ipads/tablet devices A communication board displaying a weekly class timetable, staff and pupil photos Prominently displayed / easily accessible IEP and curriculum learning objectives (wall displays, clipboards etc) including for learning taking place out of the classroom (Swimming pool, sensory room) and sessions led by visiting teachers (Drama, Dance) TAs and teachers work seamlessly – all staff know how to access the lesson plans and understand how and when to extend learning Where possible, specialist environments are used for curriculum delivery at secondary level. Ie the Design Technology and Food Technology rooms. All key stages have weekly access to the Library and Hall. Pupils who need it for their sensory diets have weekly access ot the Sensory Rooms and School Swimming Pool/Polkyth. Pupils in Key Stages 2 and 3 share a rotated access to Polkyth sessions. Learning environments and approaches for delivering the curriculum to pupils who have autism could include: Visual presentation of the curriculum – timetables, organisation, teaching tasks. Facilities for delivering teaching sessions either one to one or as a group – this could include individual workboxes containing equipment and target sheets Workstations set up and stocked with motivating, relevant and regularly reviewed work and recording sheets for the pupils Facilities and resources for delivering a sensory diet – often these are timetabled but also accessible and when needed Elements of the TEACCH system as appropriate, eg workstation approach, visual timetables, group and 1 to 1 teaching areas Staff are all familiar with Intensive interaction techniques Communication systems which may include Objects of Reference, photos, symbols, written words, plus PECS books and ipads 21 Access to a quiet sensory area Details of sensory diets on display and resources to hand For pupils who are new or hard to engage, a Pupil Engagement profile which has been completed, showing pupils have been assessed for learning styles and to identify resources and strategies which engage the pupil Classrooms for pupils who have PMLD should have A sensorily enhanced environment and resources that facilitate a sensory approach to the curriculum Communication systems which may include Objects of Reference, photos, eye gaze technology, on-body signing, anticipation shelves Good selection of switches and IT equipment to hand A class dark area which can be used for visual stimulation programmes and sensory input For pupils who are new or hard to engage, a Pupil Engagement profile which has been completed, showing pupils have been assessed for learning styles and to identify resources and strategies which engage the pupil Equipment, including wheelchairs, class chairs, standing frames, Acheeva bed and walkers are kept clean and well maintained Equipment when not in use is stored away from the classroom Staff are all familiar with Intensive interaction techniques Communication systems which may include Objects of Reference, photos, eye gaze technology, on-body signing, anticipation shelves Good selection of switches and IT equipment to hand Sensorily enhanced environment and sensory resources to hand A class dark area which can be used for visual stimulation programmes and sensory input Dedicated time and space for physio programmes to be carried out. Plenty of storage for equipment/curriculum resources. Classrooms for pupils who have SLD should have A total communication environment Communication systems which may include photos, symbols, written words, plus PECS books and ipads Low distraction areas if required Any relevant elements of the ASD environment 22
