Harley's Development and Independence

1. Harley will have developed reading, writing and numeracy skills so that he can develop more independence in his life.

2. Harley will work independently on tasks he is capable of.

3. Harley will spontaneously request support when he requires it within a range of environments.

1. As a result of the English lessons, Harley has developed the ability to demonstrate knowledge of texts and activities through the aid of colourful semantics and he can construct simple sentences using symbols. He is able to read some letters and he understands a lot from the books. Harley can answer or point to a question if he has visuals in front of him and if two answers are given to him, he usually chooses the right one. He seems to be more engaged and he makes positive contribution during the lessons. Each morning, Harley asks me if I need a help in registration. If I say yes, Harley is able to replicate my questions to students. Harley asks one of his peers how they are feeling, what they are going to have for lunch and what lessons we will have today. He has become more confident with this and is able to initiate conversation with the students and staff members at various times of the day, which is a notable improvement and could be a good case study for education dissertation help.

2. Harley is gradually becoming independent and can find a pencil or crayons needed for the lesson. He has been working on his independence through the inclusion of a broad and balanced curriculum. In each of his lessons, he builds the skills that he needs to live a life as independent as possible. Harley has also been learning about stranger danger, road safety, travelling by bus, shopping and cleaning. He had limited awareness of danger at the beginning of this year however; he has made some progress in the ability to cross the road with minimal support from staff members. Harley knows that, he has to stop at a curb, look right and left then decides whether it is safe to cross to the other side.

3.He has demonstrated an excellent understanding of the process of money exchange and has enjoyed the practical application of Maths by going up to the local store to buy necessary items for a cooking lesson. In addition to that, he has learnt the safety rule of only using the toaster with adult support and has mastered the hygiene rules of the kitchen. Harley also made a very impressive progress in being able to travel. He has shown that, he can travel sensibly in public transport with his class and even with adults.

4. In addition to this, his expressive spoken language abilities are improving continuously over the time. Harley has been working on asking and responding to who, when, where and what questions with the use of visual prompts during his group class speech and language sessions as well as autism attention session. He is becoming more confident in this area and developing more understanding on how to structure sentences. Harley is able to tell us that he needs to go to the toilet and take his schoolbag where he has hygiene products. Harley is requesting toilet, toys, IPad during breaks. Sometimes, I also ask what we will do in the next lesson.In as much as Harley is showing exemplary improvements, it can sometimes however still be challenging for him to fully participate in all the learning tasks without any support.

1. Answer simple question about story or picture.

2. Select and recognise small number of words or symbols linked to familiar topic/story.

3. Take part in motor activities to improve pencil grip.

4. Produce meaningful marks or symbols.

5. Recognise numerals to 10 consistently.

6. Add one more or take one away and count how many now (to 10)

1,2.As above

3, 4. Written work is produced in one-to-one or small group situations with staff support. With support, Harley can trace most letters. Harley skips some letters when writing his name or surname. He can however put together his name using plastic letters. In the classroom during Focus and Play, Harley has a lot of hand motor activities like threading, playing with play dough, arranging pins and sorting small items. He finds writing difficult, but he can trace or copy some words primarily if they are written on small whiteboards.

5,6. Harley has continued to work on applying basic number skills and concepts involving a comparison of numbers and quantities, including ‘more ’and ‘less’. In Maths, Harley has been continuing to develop his ability to count and add objects to 10 and match the correct numerals to the number of objects. We often play hide-and-seek, where everyone has numbers tied to their chests and students need to recognise and call people by their numbers and not by their names. When reading numbers out loud, Harley is able to confidently count up to 10. With support, he is also able to compare groups of object (up to 10) and add 1 or take away 1.He has become more confident in this, however he is unable to do this consistently and independently and therefore all outcomes are considered to be still relevant and ongoing.

1. Harley will be able to communicate and interact confidently in a range of situations so that he can engage positively and proactively with learning and social opportunities.

2. Harley will develop his attention and listening skills in order to focus his attention for a range of structured independent learning activities, within his classroom environment.

3. Literacy, role-play scenarios to practise asking and answering questions.

1, 3. Harley always runs into the class with a smile, stories and questions. He has become very talkative and not only with class members but also with the students and teachers from other classes. Every Friday, we are hosting the Wild Animal Club and Harley never stops speaking and asking questions about animals. Harley shone during the role play in stranger danger and tried to get the students to go home with him, promising them cookies. Harley was so convincing that some students had forgotten that this was role play, and they agreed to go with him!

2. Harley can work with the Learning Assistant for more than 20 minutes. He needs a 1: 1 attention and is quite happy when he receives praise for any progress he makes. Harley is able to listen in a group learning environment attentively for up to 15 minutes and more when the topic interests him. This is where we see him motivated and fully engaged in the activities. He can sometimes become distracted by his environment or noises but with a gentle reminder, he will re-direct his attention. Harley benefits from the use of individual visual prompts being placed on his table, as Harley can maintain focus for the duration of the lesson. He is supported through the use of a SCERTS board, which breaks down the lesson context.

1. Harley will be Harley will be able to focus his attention within a range of group activities.

2. Harley will be able to ask for help (with a help card).

3. Harley will be able to use colourful semantics more consistently within literacy to support sentence structure.

1. Harley has been able to hold attention longer than last year and knows what is expected to him.

It is also the result that, Harley is well acquainted with students, teachers, school, and class. Harley is also less stressed, and it is easier to lead him out of stressful or unexpected situations. Harley can keep close attention, especially during the Play & Focus lesson where he loves to sort items by shape, copatience, accuracy and focus, such as threading beads on long sticks, threading or puzzle-making. Harley is quite good at entrusting the tasks.

2. At the beginning of this year, we used a Help cart to teach Harley to ask for help. Now, Harley doesn't need this visual puzzle, because he asks himself that, he wants to go to the toilet, drink water or want to play with the doll.

Harley is more and more independent in the classroom. When we want to drink water, he tells us then he takes a cup from the drawer, fills him with water and drinks. He also takes out pencils and pencils from the drawer if they are needed during the lesson.

3. We work a lot with semantics that helps to build sentences. Harley tries very hard but needs some encouragement in putting together sentences.

Due to the fact that, he still requires support to be able to complete these consistently and independently, these outcomes are considered to still be relevant and ongoing

1. Harley will behave appropriately as a member of a social group.

1. Harley has been practising his functional skills, such as travelling, shopping, and cooking on a regular basis. He has been building his independence through the inclusion of a broad and balanced curriculum. In each of his lessons, he is developing the skills; he needs to live a life that is as independent as possible. Harley has also been working on stranger danger, road safety, travelling by bus, and shopping and cleaning. Harley has become increasingly better at interacting appropriately with his peers and staff members. He should continue to develop his interaction and relationship with the peers and staff in the upcoming years and we will be supporting him with these ongoing outcomes.

1.Ask for help appropriately (using a help card)

2. Be able to share with friends

3. Play with his peers in the playground

1. As above in section long term outcomes.

2, 3. During breaks, the whole class often plays netball with a balloon. We are divided into two teams, and a sofa divides us instead of a net. Each team has two adults and three children. Harley likes to play it and is happy when his team collects more points and wins. It is an excellent opportunity to build a good social relationship and have fun. Harley is actively involved in Yoga and Mindfulness lesson. He plays basketball, football and curling with his classmates.

1.Harley will be fully toilet trained

Harley will improve his sensory sensitivities (regarding sounds and oral motor).

1. Harley has made significant progress on the road to independence, especially when it comes to toilets. Last year Harley defecated three to five times a day into a diaper. Currently, Harley relieves himself only once a day in a nappy and the other times into the toilet.

2. Harley has high oral sensory needs. Harley and he do not mind using chewy but if we work at the table, Harley dribbles a lot using chewy. As for noise, Harley has become used to louder music, singing, and school bells. He is less crying at a fire drill alarm. He should continue to develop his sensory and physical targets and we will be supporting him with the sensory outcomes.

1.Ask for the toilet consistently

2.Take an active role in toileting e.g. pulling down trousers, wiping himself

3. Wear ear defenders if necessary

4.Chew on a chewy toy rather than clothing

1, 2.Harley always asks that, he wants to go to the toilet, take the school bag and take off his shoes, pushes his pants down without the help of an adult.

We are currently practising self help-wiping bottom with Harley. For this purpose, we put on Harley rubber gloves if it will be difficult for him to do it correctly.

3. Harley wears ear defenders if we go to the assembly or we have a fire drill, but more often he takes off ear defenders and gets used to the noise or unpredictability of the event.

4. As above in section Long term outcomes.