Learning environment

Teachers use resources (e.g. environment checklists) to refine teaching and differentiation approaches.

Teachers are aware that there might be particular issues related to completing homework and revision for tests and exams that pupils with social communication needs requiring support with (AET, Core Competencies, C&L9)

Teachers provide skilled support to extend opportunities for pupils with social communication needs to engage in play and leisure activities, in particular at break-times and lunchtimes (AET, Core Competencies, C&L10)

Teachers consider the existing environments using a sensory audit and know how to enable modifications that are conducive to the well-being and learning of pupils with social communication needs. (AET, Core Competencies, EE1)

Teachers know that pupils benefit from a clearly organised environment, with visual cues and signposts, which should offer information adjusted to the level of understanding of the pupil. (AET, Core Competencies, EE2)

Teachers know that pupils with social communication needs may have sensory processing difficulties associated with seeing, hearing, touching and smelling as well as sensing where their body is and maintaining balance.  These issues are taken into account when considering a suitable learning environment and when interpreting a pupil’s actions. (AET, Core Competencies, EE4)

Teachers consider the accessibility of the learning environment for pupils with social communication needs by taking into account the social demands of working with or being with other pupils (AET, Core Competencies, EE6).

Please refer to the Tools for Teachers section on the AET website for more details on making adjustments to the learning environment. There is a small charge for this but it is available free when schools attend the Tier 2 or 3 training.