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View and/or download and print these toolkits. Introduction to Graduated Response Cognition and Learning Needs Toolkit Sensory and Physical Needs Toolkit Speech, Language and Communication ...

Torbay Graduated Response and SEND: Training Flyer for Practitioners

Click on the 'Visit Site' button below - this flyer lists all current SEND and graduated response training available to Torbay practitioners. You can also ...

Speech, Language and Communication – Ages and Stages Guides

I CAN’s Talking Point gives parents/carers and practitioners the information they need to help children develop their speech, language and communication skills. If a child ...

Universal Support for Cognition and Learning Needs

Every school, health setting, social worker and community support worker will: Consider the broad context of a child’s circumstances when they are identified as having ...

Universal support for Neurodiversity

Every school, health setting, social worker and community support worker will: Have a supportive ethos and environment which promotes neurodiversity Have clear processes in place ...

Universal Support for Speech, Language and Communication Needs

Every education setting, health setting, social worker and community support worker will: Have a supportive ethos and environment which promotes speech, language, communication and respect, ...

SEND Support Strategies or Interventions for Cognition and Learning Needs

Here are some ways that teachers and other school staff can help students learn and succeed in the classroom: Make learning fun through play: Playing ...

SEND support strategies or interventions for Neurodiversity (1. Executive Functioning Skills)

1) Executive Functioning Skills Executive function can include many developmental areas. Three core areas include: inhibition (which includes selective attention, and self-control) working memory flexibility ...

Universal support for Social, Emotional and Mental Health Needs (SEMH)

Every school, health setting, social worker and community support worker will: Adapt and adjust behavioural expectations and responses to meet the child/young person’s SEND and ...

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