Progress in English Language Development

As a result of the English lessons, George has developed the ability to demonstrate knowledge of texts and activities through the aid of colourful semantics and can construct simple sentences using symbols. He is able to read around 50 words that are often found in children books or associated with daily life activities and he understands a lot from the books. George 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. His talking has improved so much and I believe this has been one of the reasons behind his increased confidence. He seems to be more engaged and he makes positive contribution during lessons. In addition to that, his expressive spoken language abilities are improving continuously. George 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, which is a great example of how education dissertation help can be applied practically. He is becoming more confident in this area and developing more understanding on how to structure sentences.

George 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 is building the skills he needs to live a life that it as independent as possible. George 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 is able to cross the road with minimal support from staff members. George 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. George 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.

In as much as George is showing exemplary improvements, it can sometimes however still be challenging for him to fully participate in all learning tasks without support. Below is his detailed progress and outcomes most of which have been partially met:

George can work with the Learning Assistant for more than 15 minutes. He needs a 1: 1 attention and is quite happy when he receives praise for any progress he makes. He particularly likes reading and counting items. George requires the right approach from Learning Assistant to shine with his abilities.

George plays with various toys during the breaks and throws them around the classroom. After the break, when we ask him to tidy up he does whatever is required of him. This is also observed during cooking when George is asked to take plates from his table, throw the leftovers into the basket and to put the dishes in the sink. He does it with minimal help.

George can spontaneously request an object or toy or ask his favourite peers to play with him. As he has not done so often, this goal is ongoing.

George is working with the board now and next. We used it primarily to transition from a class to various places at school and while working at the table.

He knows that the task will be completed if he spends 5 or 10 minutes on it and the sand timer is an indicator of this time.

George often chooses one of the two activities presented by us and it mostly is a swing, going outdoors, car or Lego blocks.

Although George is making great progress on his way to independence, he is currently still unable to focus or communicate for 75% of the time.

During circle time or while playing with students George can ask or answer questions if they are known and predictable with little support from a staff member. He must have a pattern of the same questions often asked and repeated in class environment then he can learn them and use them as his own.

However, 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.

George has become closer to his friends in class 8, and has developed a tight bond with one of them. He usually chooses two students and one staff member to play ball and toss the balloon games. In most cases, he waits for his turn and has fun sticking to the fair rules. He should however, continue to develop his social and emotional targets and we will be supporting him with these ongoing outcomes.

.George is actively involved in Yoga and Mindfulness lesson. He plays basketball, football and curling with his classmates. He loves to play soccer in the classroom and outside and also plays ball with 2 or 3 up to 6 people tossing a balloon; this is the game he enjoys the most. George came out of his shell this year and is becoming more daring

George skips some letters when writing his name. He can however put together his name using plastic letters. He finds writing difficult, but he can trace sentences or copy some words primarily if they are written on small whiteboards. In the classroom during Focus and Play, he has a lot of hand motor activity like threading, playing with play dough, arranging pins and sorting small items. He should continue to develop his sensory and physical targets and we will be supporting him with these ongoing outcomes.

George 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, George is very good at copying Yoga movements during the Mindfulness lesson and in the sensory circuit sessions. He loves to play soccer and balloon throwing with the whole class. He gets thrilled when he scores points for his team.

To request a sensory break to help with his sensory modulation.

George is more eager to participate in physical activities this academic year. He likes swimming, exercising and participating in class yoga based for instance, on the story ‘We`re going on a bear hunt’. He also goes on a swing and outside gym equipment. George can ask for a break by showing a picture of the swing or verbally saying that he wants to go on the swing. He is however, not yet able to ask for a break.

Continue your journey with our comprehensive guide to Progress in Concentration and Life Skills Development.