Key terminology

Price Training Legislation & Guidance Part 2

Price Training Legislation & Guidance Part 3

Structuring and restructuring, active listening, redirect‑reward, distraction and diversion, delayed cooperation and permitting, directing, humour

Boundary setting, hurdle help, past strengths appeal, prompting, spatial awareness, regrouping, removal of person or audience, reflection and time, stimulus change, leave option, strategic capitulation, silence and presence

Price Training Legislation & Guidance Part 1

An awareness session for visiting health and social care professsionals.

ADHD (Attention-Deficit/Hyperactivity Disorder) is a neurodevelopmental disorder that affects attention, impulse control, and activity levels. Students with ADHD may struggle with sustaining attention, following instructions, organising tasks, and regulating behaviour.

Down’s Syndrome is a genetic condition caused by the presence of an extra chromosome (chromosome 21). It affects a person’s development in areas such as learning, communication, and physical health. Every child with Down’s Syndrome is unique, with their own strengths, personality, and needs.

Autism is a neurodevelopmental difference that affects how a person experiences the world. It can influence communication, social interaction, thinking patterns, and sensory processing. Autism is a spectrum, meaning every autistic child is different, with their own strengths, needs, and ways of learning.

This may incorporate physical, hearing or vision. Each child will be unique and different it will be very important to find out how the child’s need is supported in the classroom and what barriers they may experience from staff who know the child – always ask. There maybe therapy plans or particular protocols associated with the child.

We all use eight senses to understand and respond to the world around us: proprioception (body awareness), interoception (internal body signals like hunger or needing the toilet), tactile (touch), vestibular (balance and movement), auditory (hearing), vision (sight), smell, and taste. Some children process sensory information differently. For some, these differences have little impact on their daily life. For others, sensory processing needs can significantly affect their ability to learn, participate, and feel comfortable in school.

All behaviour is communication. There maybe a range of presenting needs associated with social experiences, self esteem personal experiences. SEMHs refers to how children experience and manage emotions, build relationships, and cope with challenges.

SLCN refers to differences with understanding or using spoken language. These needs can affect how a child communicates, learns, and builds relationships. Some children may have a diagnosed condition (e.g. Developmental Language Disorder), while others may have delayed or different language development.