Communication and Interaction - SCI

High-Quality Teaching and Inclusive Provision for meeting SCI needs:

• Make reasonable adjustments to the environment to create a predictable, low-arousal, structured environment such as:
  • Consistent routines and clear expectations
  • Reduction of sensory overload - moderated lighting, reduced noise, clutter-free spaces
  • Access to sensory regulation strategies - calm corners, fidget tools, movement breaks
  • Preparation for transitions - timers, countdowns, visual warnings
• Adults should be aware of their communication style including:
  • Using clear, direct language (avoiding idioms or ambiguous instructions)
  • Providing time to process information
  • Checking for understanding without putting CYP on the spot
  • Being aware of sensory differences, masking/camouflaging, and emotional load
• Use visual aids to increase predictability and reduce language load (e.g.  Schedules, task cards, graphic organisers, colour coding, pictorial instructions, visual cues during multi step tasks).
• Work in partnership with families and relevant professionals (e.g. occupational therapists, speech and language therapists, physiotherapists) to ensure a coordinated approach. 
• Deliver staff training and ongoing guidance to ensure consistent implementation of sensory strategies across the setting. 
• Apply a graduated approach, increasing the level of structure, frequency, and individualisation in response to assessed need.
• Use co-regulation and self-regulation techniques  (e.g. progressive muscle relaxation, deep breathing or other calming techniques, to help CYP overcome blocking and frustration).
• Use structured, explicit teaching approaches such as:
  • Explicit instruction - clear learning goals, modelling, guided practice, independent work
  • Discrete Trial Training (DTT) - breaking tasks into small steps with prompts and reinforcement
  • Precision teaching - short, focused practice with frequent progress monitoring.
• Use prompting and scaffolding including:
  • Response prompting (e.g., model lead test, time delay, least to most prompts)
  • Breaking tasks into manageable steps
  • Using CYP's interests to motivate learning
  • Reinforcement through praise and rewards (gradually faded to support independence)
• Ensure staff are appropriately trained in meeting the needs of CYP with SCI needs.  Further information and guidance can be found below:
  • Educational professional training for the classroom:  Making Sense of Autism, Neurodivergence in Schools
  • Partnerships for inclusion of neurodiversity in schools (PINS)
  • NASEN Teacher Handbook: SEND.