Progress in Concentration and Life Skills Development

Mu`Adh's concentration improved considerably. At the beginning of the school year, Mu`Adh often copied the behaviour and words of others. By reminding him to stay focused and praising his progress in concentration, Mu`Adh made significant progress during that time, and he received valuable education dissertation help. and he received valuable education dissertation help. Now, he can sit throughout the lesson and take an active part in answering the questions. Mu`Adh has developed the ability to demonstrate knowledge of texts and activities through the aid of colourful semantics and can construct sentences using symbols and letters. He has actively participated in the role-play activities and speech and language games. Within Life Skills lesson, Mu`Adh has learnt how to react when confronted by a stranger. He was able to distinguish between the strangers and safer strangers like a police officer, teacher, doctor etc.

Mu`Adh improves his maths skills by counting from 1 to 20, adding lolly sticks, animals and filling out worksheets. Mu`Adh can count up to 20 but when adding numbers or objects often rushes and make mistakes.

As much as Mu`Adh is showing exemplary improvements, it can sometimes however still be challenging for him to fully participate in all the learning tasks without support therefore this target is ongoing.

Mu’adh will show willing to complete a table top activity with his LSA or teacher.

Mu’adh will take part in the input part of an activity on his own with the LSA or part of the whole class.

Mu’adh will concentrate on his activity using a 5-minute timer without any reminding from his teacher.

Mu`Adh has been working on asking and responding to who, when, where and what questions 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. Mu`Adh is not only able to work with LSA or teacher, but he is pretty good at working alone

Mu`Adh has been working on his independence through the inclusion of a broad and balanced curriculum. In each of his lessons, he is building the skills that he needs to live a life as independent as possible. Mu`Adh 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, which is able to cross the road with minimal support from staff members. Mu`Adh knows that, he has to stop at a curb, look right and left then decide whether it is safe to cross to the other side.

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 items needed for a cooking lesson. In addition to that, has learnt the safety rule of only using the toaster with adult support and has mastered the hygiene rules of the kitchen. Mu`Adh 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.

Mu`Adh is the most independent student in our class. During Yoga, he practices 25 minutes without any help from teachers. Also, he works independently for more than 15 minutes in each lesson, and occasionally the teacher gives him a prompt or reassurance. Mu`Adh has made a lot of progress that we are incredibly proud of his achievements.

As a result of the English lessons, Mu`Adh has developed the ability to demonstrate knowledge of texts and activities where he can construct simple sentences by using colourful semantics or words. He is able to read books independently with good understanding. The class has covered a lot of work linked with ‘emotional well being’, in which the students have looked at different emotions, what might be connecting them to feel certain emotions, and how the actions/behaviours of others make us think. Mu`Adh is very good at recognising some advanced words such as ‘happy’, ‘sad’ ‘angry’, `sleepy ‘tired` `excited`, ‘sick`, `frustrated` ,`afraid’, ‘unwell`, `surprised`. Mu`Adh can confidently name the emotions but can also draw them.

Mu`Adh becomes more engaged and he makes positive contribution during the lessons. 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. Mu`Adh has good receptive skills.

During circle time or while playing with students Mu`Adh can ask or answer questions and hold a conversation for quite a long time; however, after some time, he begins to fantasise and tell imaginary stories. Mainly as the notice of the interlocutor is focused on him then Mu`Adh gets excited by this attention. Due to the fact that, he still requires support to be able to complete this consistently and independently, that outcome is considered to still be relevant and ongoing.

1,2,3. Mu`Adh is very talkative but often loses the correct structure of the sentence. Mu`Adh uses the pronoun `I`, `she`, `he`. If the corrected sentence is modelled by a staff member, Mu`Adh is able to repeat the sentence correctly. Mu`Adh must be calm to listen to the speaker. Mu`Adh likes to talk to adults. He tells us how he spent the weekend or who he visited. He often adds something unusual to the stories. Mu`Adh loves to read and is very good at it. He learns the correctness of language through reading. Mu`Adh works and cooperates with the teachers, and if someone asks him if he can repeat the sentence using the correct form, Mu`adh does it without hesitation. Also Mu`Adh took part in drama circle and assembly this year. He is always ready for new challenges and expanding his interests in class or at school.

1Mu’adh will not throw things around the room when he doesn’t want to do an activity Less often, Mu`Adh showed us his discouragement or aggression. It happened at the beginning of the year, but we set our expectations and boundaries. Mu`Adh adapted it quite well. We tried to show him that, such behaviour does not lead to anything and wastes his time, and we could do something exciting and full of fun. Mu`Adh can say that he doesn't want to do something instead of reacting nervously by scattering things around the classroom. In our class, we have a Choice Board where we have displayed photos of all activities and toys available. Mu`Adh often uses the choice board to show us his preferred activities. Mu`Adh is aware of what is acceptable and unacceptable in respect to physical contact. He does sometimes put his hand on people's knees knowing that this is unacceptable. This happens usually in time of excitement.

He uses visuals such as the Zones of Regulation to help him explain his feelings. Mu`Adh asks if he can go on the swing as a way of emotional self-regulation, as he still requires support to regulate his emotions and responding to calming and relaxing strategies. He should continue to develop his social and emotional targets and we will be supporting him with these ongoing outcomes.

Mu’adh will develop his gross and fine motor skills so that he can develop his self-help skills

Mu`Adh is very active and will take part in a variety of activities. In school, he takes part in the dance club, animal club, PE, swimming and sensory circuit.

He enjoys PE lessons, swimming and sensory activities. He also loves to jump on the trampoline and spend time on the swing during his choice time. In addition to that, Mu`Adh is very good at copying Yoga movements during the Mindfulness lesson and in the sensory circuit sessions. He loves to play balloon throwing game with the whole class.

In the classroom during Focus and Play, Mu`Adh has a lot of hand motor activity like threading, playing with play dough, arranging pins and sorting small items. Also, during PSHE lessons, we have learnt self-help skills such as dressing, teeth brushing, cooking and cleaning.

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 that he needs to live a life as independent as possible. Mu`adh has also been working on stranger danger, road safety, travelling by bus, and shopping.

He should continue to develop his sensory and physical targets and we will be supporting him with these ongoing outcomes.

During Play and Greet, every morning Mu`Adh plays fine motor games such as making ice cream and play dough.

Mu`Adh practices writing quite often because we do worksheets almost every day and we have two lessons a week devoted to writing. Mu`Adh should keep his writing in a straight line and write the same letter size.

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