Cognition and learning
Much of the information in the Cognition and Learning section of the school age toolkit is relevant here so please refer to this alongside this additional information.
The Assess, Plan, Do, Review (APDR) cycle forms the framework of support in Post 16 as it does for school age children and should be used to plan and monitor interventions for learning and cognition.
An up to date assessment of a young persons skills is needed to ascertain what support is needed and in what area. SEN support in this area needs to consider both support in the college sessions to access the curriculum and also any skill-based interventions that may be needed to improve the young person's skills.
All learners should have an individual plan that details the support that they are receiving and desired outcomes to achieve. This should be planned in consultation with the young person.
Examples of curriculum access support include:
- reading pens
- speech reading apps
- coloured paper
- exam access support
- talking scales
- larger screens
- mediation from teaching assistants
- other assistive technology
Examples of skills interventions include:
- specialist reading/spelling interventions
- writing interventions
The outcomes on the individual support plan needs to be reviewed regularly and the support plan needs to be refined in line with the progress that is being made.