The student is a four-year-old girl with an EHCP who attends a mainstream primary school. She is in the process of transferring to a more specialist school which will better meet her complex needs. Her parents were concerned with her lack of progress particularly in terms of her engagement, interaction and communication. They were also worried about her lack of language and felt her true potential was not being achieved.
Tutor Gayle has been working with the student for seven months, focusing on building trust and encouraging communication. Initial targets were to communicate using words, gestures and vocalisations, to work on an activity together for five minutes and to make a choice between two objects.
Because the student struggles with engagement and joint attention and has sensory issues, Gayle has found it necessary to provide multi-sensory activities centred around the young person’s interests. Discussions with parents have assisted with this. Gayle has also used intensive interaction techniques to nurture the relationship and has liaised with speech and language therapists to facilitate all aspects of communication. Patience and a nurturing calm approach coupled with flexibility and creativity are key skills that are constantly in use.
Gayle has found the student and her family a delight to work with and regularly shares progress reports and ideas with the parents.
Gayle, the family and the school have noted an increase in verbal and non-verbal communication in the student as well as improved eye-contact. The young lady has also shown increased interest in other children. She still struggles with attention but is now able to engage in an adult-directed task for more than ten minutes.
Although academic learning was not an initial goal, the student has begun to show a real interest in writing and alphabet work. Parents and school are thrilled by the progress in this area.
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