Now and next boards helps pupils with SEN and behavioural difficulties to focus on what they should be doing in the instant, and what will be happening next. This is a very supportive strategy as it breaks the day down into simple stages and helps to alleviate anxiety. Simply attach a piece of velcro to the now and next areas. Symbols for lessons and transitions can be laminated and used to velcro to the board.

Climb aboard for a multisensory exploration of Indian culture told through the eyes of a train passenger. A multisensory story is told using sensory stimuli (props). The story props are low budget, everyday items found around the home, garden, outdoor areas and in the classroom. This story includes themed, sensory extension activities that link to the EYFS Framework and areas of the KS1 National Curriculum making them the perfect resource for Special Education (aged 3-19) EYFS, Mainstream Primary, Speech & Language and EAL students. What are the Benefits of Multisensory Storytelling? Storytelling creates a bond between the storyteller and the story explorer enhancing and enriching experiences. Rhyming Multisensory Stories connect the individual to literature, culture and topic in a fun and engaging way. The stories form a base on which to scaffold learning enabling the student to work on personal goals and individual targets. The activities in the stories are designed to promote communication skills: (eye contact, listening, shared attention & language development), self-confidence & well-being (trying out new ideas & skills, practicing self-care & independence and enjoying achievement), self-awareness: (asking for ‘help’, ‘again’ and ‘more’), present opportunities to explore cause & effect and build anticipation skills, promote physical development: (fine & gross motor skills), build knowledge about the environment & the world around us, to engage in scientific experimentation and mathematical concepts and to develop social & emotional skills: (turn-taking & sharing and teamwork). The sensory stimuli (story props) are a tool for the story explorer to explore and express their likes, dislikes and sensory preferences and to have the opportunity to make choices. This information can be used to identify motivators or items to calm and individual when anxious, tired or stressed, identify triggers, (some you may wish to avoid, others to work on building tolerance through desensitisation in a safe and therapeutic environment) and used in the writing of care plans to enhance areas daily life. TABLE OF CONTENTS How to Tell a Multisensory Story A Train Ride Through India (Full Poem) A Train Ride Through India (Fully Resourced, Step-by-Step, Multisensory Poem) A Train Ride Through India Listening Game A Train Ride Through India Sensory Bin A Train Ride Through India Sensory Bag Sensory Indian Flag Train Ride Role Play Mehndi Lets Explore…Asiatic Lions India Sensory Ideas & Inspiration Q & A Thank you for looking. If you have any questions please do not hesitate to get in touch.

This pack will help you start and develop Lego Therapy in your setting. Lego therapy resources are a type of intervention used to help children with communication, social, and emotional difficulties. Lego therapy is based on the principles of play therapy and uses Lego bricks and other building materials to help children develop social, communication, problem-solving, and other skills. Lego therapy encourages collaboration and cooperation between children, as well as creative problem-solving and decision-making. It helps them develop their self-esteem, as well as their ability to think abstractly and express their thoughts and feelings. Lego therapy can be used with children of all ages, including those with autism and other special needs. Bundle Includes: Rationale and how to start Lego Therapy Lego Therapy Roles Ideas for creating models Lego Therapy Makaton Vocabulary Lego Club Rules & Roles

Hi all, This is a 2 page document with Colourful semantics pictures to go with the book Where the wild things are. Hope you like it, Vicky

This social story is a great read for students who may need some support with biting. A lot of children bite others as a sign of frustration, anxiety, pain etc. - sometimes we may even find no explanation for why they are biting but hopefully this social story will help reduce biting behaviours. It is a general book full of different things your mouth can be used for as well as why we shouldn't bite - how it makes others feel, and if we need to bite what we can do etc. Many students with autism are visual learners and like to learn through seeing something in action. This book comes complete with matching, simple yet engaging graphics to help describe what is being said on the page. Comes in col option only - no b/w availability, however you can print in grayscale. Pages included are; ♦ I can use my mouth to eat food. ♦ I can use my mouth to sing songs. ♦ I can use my mouth to laugh. ♦ I can use my mouth to talk to others. ♦ I can use my mouth to whistle. ♦ I can use my mouth to drink. ♦ I can use my mouth to tell stories. ♦ I can use my mouth to smile. ♦ I can use my mouth to do lots of nice things. ♦ Sometimes I get angry and want to bite! ♦ It’s ok to bite my chew toy. ♦ But it���s not ok to bite my friends. ♦ Biting hurts my friends and it will make them sad. ♦ Sometimes, my teeth hurt and I want to bite. ♦ I can bite my chew toy or ask for help. ♦ If I have bad teeth I can go to the dentist for help. ♦ I will remember to use my mouth to be kind. I recommend printing out each of the individual pages, laminating them and then binding them into a book so it will be easier for students to read - or be read to, as well as being stronger and longer lasting.

Social Story: Taking My Medication Many children and students take medications for various reasons, whether it be a medical condition, illness, or diagnosis such as ADHD. Children often times do not feel comfortable with the idea of medication, or do not know how to take medications properly. This social story is meant to make the process of taking medication more predictable, easier to manage, and less stressful for children. This social story conveys these themes using practical examples, engaging visuals, and developmentally appropriate language suited to elementary and special education students. We hope this social story will help you help the children and students you work with! What You Will Receive: 1 high-quality PDF file 8.5"x11" in size 11 Pages How to Use: After uploading product, save file to your device Print either at home, or via local print provider or online print service Bind, laminate, or place in duotang to use with your students Personal Note: Should you require a different file format or size, let us know and we can do this for you. We love what we do and so would appreciate your feedback and review so we can continue to provide practical resources to our fellow educators. Thank you.

39 makaton signs - 1 per week.

A game I made for my small class of learners with autism. Suitable for any small group introduction - e.g. intervention group, speech and language, attention and listening. Learners throw a dice and move around the board. When they land on a question, they answer the question. I like to ask another member of the group a question relating to the answer, to encourage learners to pay attention to each other's answers - my children tend to have very little interest in each other! Supports social skills, attention and listening, turn taking. Used for specialist autism group but appropriate for any mainstream KS1 / KS2 group or older SEN group.

A set of 3 worksheets and posters to support writing and description tasks. Aimed to support pupils with SEN and lower ability pupils.

Develop writing and composition skills, by building sentences to say what people are feeling. 3 levels of worksheets: Level 1: 1 key word sentence - What emotion? (e.g “sad”) Level 2: 2 Key word sentence .- who? + what emotion? (e.g "the boy is sad" Level 3: 3 Key work sentence - who? + what doing + what emotion? (e.g “The boy is feeling sad” 4 picture cards at each level 32 picture cards in total. Full colour and white background worksheets and symbols. Worksheets are accessible for writers and non-writers Includes information on how to use the Colourful Semantics system.

Learning Objective: Students will know the name of everyday materials. Two sorting worksheets. One for sorting wood, metal and glass and one for sorting fabric, plastic and cardboard. Worksheets can be completed as a simple cut and stick activity or can be laminated and the symbols velcroed to be used again and again.

A visual support to aid children to expand on labeling animal names, to include colour and verbs. Used successfully with children with ASD.

Spring and Easter TEACCH activities pack for your students with Autism. A selection of early Maths, early Reading and early Writing tasks. Includes concepts such as sorting, matching, ordering and fine motor skills. Also includes bonus Easter activities. This resource is also available as part of a Season Bundle - save 25%!! These activities are great to develop your students independence as well as working on basic concepts until they have been mastered. Some of the file folders also have two levels to help you differentiate and to provide further challenge. Print out the pack and cut out the required pieces (all of the pages that need to be cut are clearly labeled) laminate and then add Velcro. Pop activity into a file folder or box and you are ready to go! Please leave a rating and feedback. Any questions and queries, don’t hesitate to ask! Please follow my store for updates and more TEACCH file folder tasks as well as other Special Education resources

Hi all, This is for my SEN student who is mad about Going on a bear hint. I can be used with a book, any page, then use to cards enclosed. 4 pages, including basic frame for CS. Best wishes, Vicky

Lego challenge cards, symbol supported for non / early readers. Some are Christmas themed as I’ve just made them to try and keep my children busy during this last week. Children choose or are given a card which gives an instruction - e.g. build a Christmas tree / first letter of your name and use Lego to build as instructed. It’s a fairly open ended activity but my hope is to provide more structure and purpose to play for my children with autism as some have very short attention spans and flit from activity to activity without any meaningful engagement. 24 cards in all, best printed onto card or laminated so they last.

If you are in the process of implementing SCERTS model into your assessment and planning practice, you will find these documents useful. I merged my school’s IEP template with one of the SCERTS assessment forms and used these for two years in my classroom, with great success. The four editable documents contain some of the SCERTS goals and Transaction Support Strategies to help achieve them. The students used as examples were at the communication stages 1 and 2.

This is a program for the interactive white board. It aims to teach children how to tell the time - more specifically, it deals with o’clock. Although this software has been designed for children with special needs, its simple display, and clear graphics also make it suitable for a primary mainstream class.

I used this with a small intervention group to encourage discussion and develop their speech and language skills. Also this resource is a great way of helping students write independently. I hope this resource is useful to you.

This is a sensory story I created for my topic 'seasons'. This was written for a PMLD/ CLDD class. I have written it with the sentence, the sense, the sensory experience and what I and my TAs are looking for and observing throughout the sessions. Repeat story throughout the term to enable the child to develop anticipation, investigation, awareness, preference and much more. Could also be used in an EYFS KS1 class.

I plan on laminating these so children can put pasta, foam, sand, or just use whiteboard pen to go over the outlines of all Phase 2 and Phase 3 singular sounds. Includes RWI ditties for letter formation & has picture relating to the ditty/sound. Note: g, f, y, j are not included as we don't do the exit strokes so I plan to just do these myself with pen. The outline of the letter with the arrow has come from a twinkl resource, I&'ve just used and adapted this to make the resource. Feedback appreciated, thanks!