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Classroom Support Checklists

Cork South East Team NEPS

ContentsLearning Environment Checklist3Teacher Checklist for Whole-class Structures and Supports5Individualised Action Plan for Teachers (based on Teacher Checklist for Whole Class Structures and Supports)6Language /Communication7Literacy9Numeracy13Handwriting14Physical/ Gross Motor15Behaviour Checklist16Social Skills Observation Profile20My Thoughts About School Checklist23Post Primary Transfer Review24School Based Diagnostic Test Results28THE FIVE YEAR OLD29

Learning Environment ChecklistEnvironment / Physical Condition:Tick the area where action could be taken to make a difference for the pupil

Layout of room & furniture

Adequate working space for pupils & teachers

Good décor/lots of displays etc?

Ease of movement in room

Temperature

Lighting

Noise level

Seating - facing board - neighbouring pupil compatibility - height for writing

Appropriate resources/equipment organised and readily available for all pupils?

Social Factors / Relationships:

Classroom procedures & rules are made clear and understood by all pupils and consistently applied

Clear instructions are given about the tasks in a variety of ways (oral, visual, gestures)

Changes between tasks are managed smoothly and effectively

Pupils know what to do next without asking

The class is generally on task

A variety of different actions (academic and behaviour) are frequently noticed and praised

A variety of praise and rewards are used

Pupils can be monitored sufficiently during a task to ensure understanding and continuing progress

Any disruptive or off-task behaviour is effectively managed

Good communication and feedback between teacher and each pupil about progress is maintained

Teaching & Learning – Methods, Materials & Procedures:

The extent to which……..

Tasks set are appropriate for the pupil’s level of understanding and skills

Learning goals are clearly defined and shared with the pupil

Opportunities are provided for the pupil to engage in activities in which s/he can be successful

Steps in learning goals are small enough to ensure progress

Activity content/tasks are of interest to the pupil

Tasks set take account of pupil learning style: pace of activity, variety of activities, length of activities and time allowed to complete a task are appropriate

A variety of teaching approaches is used

Opportunities are provided for a variety of pupil responses – oral/practical/written

Opportunities are provided for pupil involvement in decision making and recording

Opportunities are provided for pupil to generalise/transfer learning from one situation to another

Regular monitoring and recording of progress occurs

Routines established for:

Entering class

Leaving class

Giving out resources

Gathering resources

Asking for help

Gaining whole class attention

Rules/Rewards/Consequences

Rules are:

Few in number

Decided upon in consultation with pupils

Displayed

Rewards and consequences are:

Named

Linked to behaviour

Rewards in rewarding to class

Rewards are achievable

Sanctions are understood and fair

Sanctions are imposed consistently

School Environment

Tick which area needs change

Playground/playground

layout

equipment

supervision

rules

Movement: effective routines for

movement around school

lining up

corridors

Break/lunchtimes

clear simple rules

rewards and consequences clear

activities available

Staff support

staff discuss difficulties

Policy

behaviour policy exists

policy is understood and agreed by staff

range of rewards for good class, playground, school behaviour

range of sanctions in place

range of strategies used for managing behaviour

behaviour is assessed and monitored

Summary of concerns

Teacher Checklist for Whole-class Structures and Supports

Skill Area and Indicators

1 = Seldom

2 = Sometimes

3 = Frequently

Target

for Attention

1) Relationships and Social Environment

1

2

3

Yes

No

Positive communication system with parents

Inclusion of parents in school activities

Encouragement of pupils to bring in family photographs

Provision of opportunities for pupils to share personal experiences

Seeking of opportunities to speak with pupils on an individual basis

Provision of opportunity for pupils to express opinions/voice concerns

Personal greeting of pupils

Celebration of birthdays and other significant events

Opportunities to provide positive feedback to pupils

Celebration of achievements however small

Inviting pupils to help with daily tasks and responsibilities

Provision of opportunities for pupils to display autonomy and make choices

Sharing of your own thoughts and feelings

Expression of confidence in pupils to succeed

Teaching of co-operative learning skills

Teaching of positive playground behaviour

Inclusion of pupils in negotiating classroom rules

Explicit teaching of positive classroom behaviour

2) The Learning Environment

1

2

3

Yes

No

Differentiation of the curriculum to cater for pupils with special needs

Provision of flexible grouping arrangements

Provision of balance within activities to cater for different learning styles

Inclusion of fun activities in the school day

Provision of balance in individual, paired and group learning

Anticipation of difficulties which may arise in the lesson

Access to a range of learning resources and materials

3) Classroom Organisation

1

2

3

Yes

No

Provision of a pleasant, clean and welcoming classroom

Good lighting, ventilation and temperature control

Age appropriate displays - changed regularly

Displays of pupils’ work

Ease of movement in the classroom - good use of space

Consideration of appropriate seating arrangements

Easy access to materials/books/supplies

Clear behaviour expectations established

Routines for greetings and farewell

Routines for starting and finishing lessons

Routines for asking for assistance

Routines for tidying up

Routines for transitions between activities

Assessment Document 1 (continued)

Skill Area and Indicators

1 = Seldom

2 = Sometimes

3 = Frequently

Target

for Attention

Timetable includes balance between activities – listening, writing, oral, music, drama etc.

Timetable reflects the needs of pupils with a range of difficulties including learning, emotional and behavioural

Timetable includes structured breaks

Use of appropriate praise and attention

Tactical ignoring of low-level disruptive behaviour

Use of distracting and redirecting strategies

Planned approach when responding to non-compliant behaviour

Consequences applied firmly and calmly

Attention returned quickly when pupil behaves appropriately

4) Teacher Attitudes and Behaviour

1

2

3

Yes

No

The teacher reflects on the relationship between the pupil’s behaviour and their social and emotional development

The teacher is aware when the pupil’s behaviour is ‘pushing their buttons’

The teacher is aware of managing their own responses and reactions

The teacher is aware when they need to seek the support of colleagues

The teacher is aware of their tone of voice and body language

The teacher conveys a sense of calm and control when managing challenging behaviour

5) Social and Emotional Teaching Strategies

1

2

3

Yes

No

SPHE programme includes focus on particular needs of class and individuals

Individualised Action Plan for Teachers (based on Teacher Checklist for Whole Class Structures and Supports)

Key Target Areas

Strategies I will use to implement new practices and supports for pupils

Supports and resources needed to accomplish targets

Language /Communication

LANGUAGE CHECKLIST

Name: Class / Age: Date:

RECEPTIVE AND LISTENING SKILLS

Yes

No

1.

Cannot follow simple instructions (does not seem to hear or listen to them) .

2.

Restless or inattentive in story time.

3.

Unable to answer questions about a story when he/she has just heard.

4.

Cannot interpret the content of pictures.

5.

Seems unable to retain information.

EXPRESSIVE LANGUAGE SKILLS

6.

Is reticent in verbalising

7.

Speaks in short sentences or monosyllables.

8.

Has difficulty in conveying his/her thoughts.

9.

Does not initiate conversations with adults.

10.

Has difficulty in describing his /her immediate setting.

11.

Still uses infantile words ( e.g. doggie ).

12.

Cannot enact simple stories, even when they are familiar.

ELEMENTS OF GRAMMAR

13.

Confuses tenses.

14.

Limited ability in using the negative.

15.

Confuses plurals ( e.g. there are a lot of sheeps ).

16.

Rarely asks questions ( cannot use the interrogative form) .

17.

Incorrectly uses possessives ( that’s him coat ).

18.

Substitutes nouns , by using generic words like ‘thing’.

19.

Arranges words in the wrong order.

CONCEPTS AND INFORMATION PROCESSING

20.

Cannot categorise.

21.

Cannot associate and relate objects which go together.

22.

Cannot remember nursery rhymes or simples songs.

23

Unable to recall details of his/ her immediate past.

24.

Has limited concept of a) comparison b) comparatives.

25.

Has no concept of ‘opposite’.

26.

Cannot sustain a train of thought.

27.

Has little curiosity about cause and effect.

28.

Has no understanding of time.

29.

Cannot understand the salient concept.

30.

Cannot relate stories or conversations to his / her own life experience.

31

Does not understand concepts of position/ quantity/ time.

32.

Cannot sequence events or objects into order.

LANGUAGE CHECKLIST

Name: Class /Age: Date:

RECEPITVE LANGUAGE

YES

NO

1

Understands single word labels

2

Understands basic concepts

3

Understands colours

4

Understands shapes

5

Understands positions words ( in, on, under, behind, in front of)

6

Understands actions words; running, sitting, jumping, riding

7

Follows one part instructions

8

Follows two part instructions

9

Follows complex , multi-part instructions

10

Understands plurals man/men cat/cats toy/toys

11

Understands negatives: is not, can’t, won’t

12

Understands pronouns: me, you, him/her, we, they

13

Understands question words: what/ when? Who? Where?

14

Can sort objects/pictures into categories: animals, things we wear

15

Understands basic time concepts: tomorrow, afternoon, yesterday

16

Listens and follows a group story?

EXPRESSIVE LANGUAGE

1

Interacts verbally with familiar adults

2

Interacts verbally with other children

3

Speaks using single words

4

Speaks using phrases

5

Speaks using sentences

6

Responds appropriately to questions

7

Relates a story/experiences sequencing events correctly

8

Takes part in conversations

9

Initiates conversations/asks questions

10

Uses language structures appropriately

· Pronouns

· Verb tenses

· Prepositions

11

Uses non-verbal communication:

· Gestures

· Pointing

· Makes eye contact

Comment

From: Supporting Communication Disorders, Gill Thompson (2003), David Fulton Publishers

Literacy

READING CHECKLIST


Indicators of a Possible Learning Difference (Ages 3-5 Years)

1.

Is later than most children in learning to speak

Yes

No

2.

Has difficulty pronouncing some, especially multi-syllabic, words

3.

Has difficulty separating spoken words into sounds and blending spoken sounds to make words (i.e., has difficulty with phonological awareness)

4.

Experiences auditory discrimination problems

5.

Is prone to spoonerisms (eg., fips and chish for fish and chips)

6.

Has difficulty with rhyming

7.

Has difficulty maintaining rhythm

8.

Is unable to recall the right word

9.

Is slow to add new vocabulary

10.

Exhibits delays in acquiring emergent literacy skills (e.g., understanding that written language progresses from left to right, discriminating between

letters, words and sentences)

11.

Experiences problems learning the alphabet

12.

Has trouble learning numbers, days of the week, colours and shapes

13.

Has trouble learning to write and spell his/her own name

14.

Is unable to follow multi-step directions or routines

15.

Is developing fine motor skills more slowly than other children

16.

May have difficulty telling and/or retelling a story in correct sequence.

READING CHECKLIST



1.

Is slow to learn the connection between letters and sounds (alphabetic principle)

Yes

No

2.

Has difficulty separating words into sounds, and blending sounds to

form words (phonemic awareness)

3.

Has difficulty repeating multi-syllabic words (e.g., emeny for enemy;

pasghetti for spaghetti)

4.

Has difficulty decoding single words (reading single words in isolation)

5.

Has poor word-attack skills, especially for new words

6.

Confuses small or ‘easy’ words: at/to; said/and; does/goes)

7.

May make constant reading and spelling errors including:

8.

Letter reversals (e.g., d for b as in dog for bog)

9.

Letter inversions (e.g., m for w)

10.

Letter transpositions (e.g., felt and left)

11.

Word reversals (e.g., tip for pit)

12.

Word substitutions (e.g., house for home)

13.

Reads slowly with little expression or fluency (oral reading is slow and

laborious)

14.

Has more difficulty with function words (e.g., is, to, of) than with content

words (e.g., cloud, run, yellow)

15.

May be slow to learn new skills, relying heavily on memorising without

understanding

16.

Reading comprehension is below expectation due to poor accuracy,

fluency and speed

17

Reading comprehension is better than single-word reading

18

Listening comprehension is better than reading comprehension

19

Has trouble learning facts

20

Has difficulty planning or organising

21

Uses awkward pencil grip

22

Has slow and poor quality handwriting

23

Has trouble learning to tell the time on an analogue clock or watch

24

Has poor fine motor co-ordination

READING CHECKLIST



1.

Has continued difficulty reading text aloud or silently

Yes

No

2.

Reading achievement is below expectation

3.

Still confuses letter sequences (e.g., soiled for solid; left for felt)

4.

Is slow at discerning and learning prefixes, suffixes, root words and

other morphemes as part of reading and spelling strategies

5.

Poor reading accuracy, fluency, or speed interferes with reading

comprehension

6.

Spelling is inappropriate for age and general ability (e.g., spelling the same word differently on the same page, use of bizarre spelling patterns, frequent letter omissions, additions and transposition)

7.

Poor spelling contributes to poor written expression (e.g., may avoid

use of unfamiliar words)

8.

Uses avoidance tactics when asked to read orally or write

9.

Experiences language-related problems in maths (e.g., when reading word problems and directions, confuses numbers and symbols)

10.

Is unable to learn multiplication tables by rote

11.

Still confuses some directional words (e.g., left and right)

12.

Has slow or poor recall of facts

13.

Lacks understanding of other people’s body language and facial expressions

14.

Has trouble with non-literal or figurative language (e.g., idioms, proverbs)

15.

Forgets to bring in or hand in homework

16.

Has difficulty remembering what day or month it is

17

Has difficulty remembering his/her own telephone number or birthday

18

Has poor planning and organisational skills

19

Has poor time management

20

Lacks self-confidence and has a poor self-image

READING CHECKLIST


Indicators of a Possible Learning Difference (Ages 12 + Years)

1.

Is still reading slowly and without fluency, with many inaccuracies

Yes

No

2.

Misreads words (e.g., hysterical for historical) or information

3.

Has difficulty modifying reading rate

4.

Has an inadequate store of knowledge due to lack of reading

experience

5.

Continues to experience serious spelling difficulties

6.

Has slow, dysfluent and/or illegible handwriting

7.

Has better oral skills than written skills

8.

Has difficulty planning, sequencing and organising written text

9.

Has difficulty with written syntax or punctuation

10.

Has difficulty skimming, scanning and/or proof-reading written text

11.

Has trouble summarising or outlining

12.

Has problems in taking notes and copying from the board

13.

Procrastinates and/or avoids reading and writing tasks

14.

Does not complete assignments or class work or does not hand them in

15.

Is slow in answering questions, especially open-ended ones

16.

Has poor memorisation skills

17

Still mispronounces or misuses some words

18

Has problems recalling the names of some words or objects

19

Has poor planning and organisational skills

20

Has poor time management skills

21

Has more difficulty in language-based subjects (e.g., English, Irish,

History) than in non-language based subjects (e.g., mathematics,

technical graphics)

22

Lacks self-confidence and has a poor self-image

Numeracy

NUMERACY CHECKLIST


OBSERVATION

1.

Does the child understand spatial concepts such as top, bottom, above, below, inside, beside?

Yes

No

2.

Is the child able to recite numbers in the correct order?

3.

Is the child able to write numbers in the correct sequence?

4.

Can the child write numbers in the correct orientation?

5.

Does the child seem confused when there is more than one problem on a page or when the page has additional information such as pictures and patterns on it?

6.

Does the child struggle to set out calculations correctly?

7.

Is the child able to calculate age appropriate sums mentally?

8.

Is the child confused by the meaning of certain mathematical symbols?

9.

Is the child confused by mathematical terms which mean the same thing – for example times and multiply?

10.

Does the child rely on fingers or objects to count?

11.

Does the child struggle to count objects due to poor organisation?

12.

Can the child match three-dimensional objects to a corresponding picture?

13.

Does the child struggle to depict three-dimensional objects?

14.

Does the child understand the direction of calculations? For example when adding 100s, 10s and units presented in columns, do they remember to start from the right?

15.

Is the child able to estimate or suggest an approximate figure when looking at a series of objects?

16.

Can the child manipulate practical maths equipment effectively – for example Cuisenaire rods?

17.

Can the child control a ruler in order to draw shapes or straight lines?

18.

Can the child remember simple number rules when taught in the class?

Handwriting

HANDWRITING CHECKLIST


OBSERVATION

1.

Does the child seem unsure which hand to hold the pencil in?

Yes

No

2.

Is the pencil held in an abnormal grip?

3.

Does the child sit appropriately on a chair when writing?

4.

Does the child slump forward onto the table when writing?

5.

Does the child position the paper awkwardly when writing?

6.

Does the child lift their wrist off the paper when writing?

7.

Is too much pressure applied through the pencil?

8.

Is too little pressure applied through the pencil?

9.

Are letters formed appropriately?

10.

Are reversed or inverted letters evident?

11.

Does the child commence writing on the left side of the page?

12.

Does the writing slope downwards across a page rather than follow a horizontal direction?

13.

Are inadequate spaces left between words?

14.

Are the sizes of letters erratic?

15.

Are letters incompletely formed, i.e., the cross bar is missing from the letter ‘t’?

16.

Does the child’s writing contain an erratic mixture of upper and lower case lettering?

17.

Do you struggle to identify distinct ascenders and descenders in the child’s writing?

18.

Does the child struggle to join letters appropriately?

19.

Does the writing appear slow and laboured?

20.

Is the speed of writing slow?

21.

Does the child have low writing confidence?

Physical/ Gross Motor

PHYSICAL / SENSORY MOTOR DIFFICULTIES


MOTOR AND COORDINATION DIFFICULTIES

1.

Movement looks awkward.

Yes

No

2.

Student has poor coordination or balance.

3.

Difficulties with catching a ball or hitting with a bat.

4.

Student appears clumsy.

5.

Often bumps into furniture or falls.

6.

Often knocks things over or drops them.

7.

Poor at sport, gymnastics, woodwork or other gross motor skills.

8.

Awkward or tense pencil grip.

9.

Whole body ‘joins in’ when writing, e.g., tongue pokes out, legs kick, etc.

10.

Difficulty cutting, pasting or threading.

11.

Often has poor posture in sitting.

12.

Tires easily.

PERCEPTUAL AND MOTOR PLANNING DIFFICULTIES

1.

Frequent letter or number reversals.

Yes

No

2.

Unable to space letters, words or numbers.

3.

Messy writing, drawing or copying.

4.

Poor at reading, spelling, writing and / or maths.

5.

Frequently loses place when reading, or becomes confused when copying from the blackboard.

6.

Difficulty with construction tasks, or slower than peers with motor activities.

7.

Has not established hand dominance.

8.

Has a poor memory for instructions.

9.

Difficulty in appreciating or recognising shapes and sizes.

10.

Poor sense of direction and is confused by left, right, up, down, etc.

11.

Fearful reaction to movement activities, e.g., playground swings, climbing equipment.

12.

Irresponsible behaviour in activity, e.g., climbs unaware of the dangers of heights.

13.

Poor sense of rhythm.

ASSOCIATED BEHAVIOURS

1.

Tries hard but does not achieve.

Yes

No

2.

Concentration span is short – the student is easily distracted or is distracting others.

3.

Repetitive behaviours – the student is unable to easily shift from one activity to another.

4.

Lacks self-confidence.

5.

Motivation is poor.

6.

Becomes easily frustrated.

7.

Student needs to be constantly moving or cannot sit still.

8.

Opts out of activity, adopts acting out or class clown behaviour.

9.

Overly placid or withdrawn.

10.

Excessive attention seeking behaviour.

11.

Speech or language delay.

Assessment Document 2

Behaviour Checklist

Pupil’s Name

Class

Year Group

Completed by

Behaviours in school

M = Mostly

S = Sometimes

N = Never

1 = Low

2 = Medium

3 = High

With support

Without support

Priority Rating For Pupil

Can arrive on time for school

Can hang up his / her coat

Can enter the classroom quietly keeping hands and feet to him / herself

Can follow initial routines, e.g. sits at desk keeping hands and feet to him / herself

Can answer the register appropriately

Can sit still and quietly while instruction are being given

Can repeat instructions

Can follow a one- part verbal instruction (e.g. ‘Stop what you’re doing’)

Can follow a two – part verbal instruction (e.g. ‘Stop what you’re doing and put your pencil down’)

Can follow a three – part verbal instruction (e.g. ‘Stop what you’re doing, put your pencil down and close your book’)

Can follow a four part verbal instruction (e.g. ‘Stop what you’re doing, put your pencil down, close your book and look this way’)

Can collect and organise equipment for a task

Can begin a task quickly, e.g. at the same time as other pupils

Can stay on task for more than 5 minutes




Can complete a task

Can complete a task within a given time

Can complete a task before moving to another

Can value and take care of completed work

Can value and take care of the work of others

Can follow routines when work is completed

Can gain the attention of adults appropriately e.g. by putting up his / her hand


Behaviour Checklist

Pupil’s Name

Class

Year Group

Completed by

Behaviours in school

M = Mostly

S = Sometimes

N = Never

1 = Low

2 = Medium

3 = High

With support

Without support


Can get undressed for PE quickly and quietly

Can help to set out PE equipment safely

Can follow instructions in PE

Can take part in group activities in PE safely

Can wait his/ her turn for apparatus

Can show his/ her work in PE to the rest of the class

Can get dressed quickly and quietly

Can settle to work quickly after physical activity

Can sit quietly and still during story time

Can work safely during a practical activity

Can take part appropriately in discussion activities

Can take part appropriately in musical activities

Can sit and listen quietly in assembly

Can take part appropriately in class assembly

Can do a responsible job during assembly

Can carry out requests made by adults

Can adept to a change in routine if given an early warning

Can adept easily to a change in routine

Can understand classroom rules

Can follow classroom rules

Can follow classroom routines

Can understand when movement is and is not allowed in the classroom

Can seek permission before leaving the classroom

Can respond appropriately to praise

Can respond appropriately to quiet praise

Can understand that behaviour incurs positive consequences

Can understand that inappropriate behaviour incurs negative consequences

Can take responsibility for one classroom job

Can tidy up when asked

Can line up keeping hands and feet to him/ herself


Behaviour Checklist

Pupil’s Name

Class

Year Group

Completed by

Social communication skills

M = Mostly

S = Sometimes

N = Never

1 = Low

2 = Medium

3 = High

With support

Without support


Can make appropriate eye contact with adults (consider cultural differences)

Can greet adults appropriately e.g. Hello

Can make eye contact with peers

Can greet peers appropriately

Can stay on task when working in a pair

Can stay on task when working in a group of three

Can stay on task when working in a group of more than three

Can initiate conversation with peers

Can take turns in conversation with peers

Can take turns in a pair

Can take turns in a group

Can share with one peer

Can share with a group of peers

Can make positive comments to peers

Can leave appropriate body space when working with peers

Can use an appropriate tone of voice to peers

Can be polite to peers, e.g. Ask to borrow equipment; say thank you.

Can understand the effect his/her behaviour has on peers

Can understand the effect his/ her behaviour has on adults

Can approach a group in the playground using appropriate non-verbal skills

Can use the appropriate verbal skills to gain entry to a game on the playground

Can play one game safely with others on the playground

Can play two games safely with others on the playground

Can resolve conflict situations safely

Can remove him/herself from conflict situations before losing his/her temper

Can use a passcard to exit from difficult situations before losing his/her temper

Can stay calm and tell an adult if called names

Can initiate friendship

Can maintain friendships


Behaviour Checklist

Pupil’s Name

Class

Year Group

Completed by

Playgroup behaviour

M = Mostly

S = Sometimes

N = Never

1 = Low

2 = Medium

3 = High

With support

Without support


Can play alone keeping hands and feet to him/herself

Can play safely with others keeping hands and feet to him/herself

Can follow instructions from midday assistants

Can carry out requests made by midday assistants

Can line up keeping hands and feet to him/ herself

Can use appropriate table manners at the dining table

Can follow dining room routines e.g. clears up plates after eating his/her meal

Can stay within agreed boundaries

Can follow playground rules

Assessment Document 5

Social Skills Observation Profile

Part 1 Give a brief account of the pupil within the class,

noting positive points as well as difficulties.

Part 2 OBERVED BEHAVIOURS

Key: 1 No cause for concern

2 Mild cause for concern

3 Moderate cause for concern

4 Serious cause for concern

5 Great cause for concern

1. Social Interaction

1

2

3

4

5

a) Ability to use gesture, body posture, facial expression and eye-to-eye gaze in 1:1 situation

b) Ability to use gesture, body posture, facial expression and eye-to-eye gaze in group interaction

c) Ability to follow social cues in 1:1 – with adults

d) Ability to follow social cues in 1:1 – with other pupils

e) Ability to follow social cues in group interaction

f) Ability to share an activity with other pupils

g) Ability to share an activity with an adult

h) Ability to develop peer friendships

i) Ability to seek comfort/affection when upset

j) Ability to offer comfort/affection to others

k) Ability to share in others’ enjoyment/pleasure

l) Ability to imitate other pupils

m) Ability to imitate adults

n) Ability to show different responses to different people in different situations

o) Ability to respond appropriately to social praise

p) Ability to respond appropriately to criticism

Comments


2. Social communication

1

2

3

4

5

a) Ability to respond when called by name

b) Ability to follow verbal instructions in 1:1 setting

c) Ability to follow verbal instructions in a small group setting

d) Ability to follow verbal instructions in a whole class setting

e) Ability to take turns in conversations

f) Ability to initiate conversation

g) Ability to change topic of conversation

h) Ability to maintain an appropriate conversation

i) Ability to show awareness of the listener’s needs

j) Ability to give appropriate non-verbal signals as a listener

k) Ability to change the topic or style of a conversation to suit the listener

l) Ability to appropriately change the volume and tone of voice

m) Ability to recognise and respond to non-verbal cues, e.g. a frown

n) Ability to understand implied meanings

o) Ability to tell or write an imaginative story

p) Ability to relate a sequence of events

q) Ability to give a simple sequence of instructions

comments

Prioritise the three difficulties which cause you the greatest concern

1.

2.

3.

Adapted from Cumine, A., Leach, J., Stevenson, G., 2002, Asperger Syndrome, A Practical Guide for Teachers’. London, David Fulton Publisher

SOCIAL SKILLS AND COMMUNICATION CHECKLIST


OBSERVATION

1.

Is there a difficulty for the child in initiating conversation?

Yes

No

2.

Does the child show difficulty in adapting to new or unfamiliar situations?

3.

In unpredictable situations, will the child react by – for example – bursting into tears or lashing out?

4.

In group situations is the child placid or over controlling?

5.

Are there issues with personal hygiene (often due to poor toilet hygiene)?

6.

Does the child show difficulty in picking up non-verbal signs, which may lead to tactless statements being made?

7.

Does the child show difficulty with listening skills owing to being distracted?

8.

Is there a tendency for the child to opt out when things appear too difficult?

9.

Is the child sensitive to failure?

10.

Does the child have a difficulty in understanding certain types of humour, particularly sarcasm?

11.

Does the child have emotional outbursts during periods of great stress?

12.

Does the child have difficulty in appreciating the viewpoint of others?

13.

Doe the child struggle to find a range of solutions to problems?

14.

Is the child indecisive due to poor self-confidence and self-esteem?

15.

Does the child intrude into the personal space of others?

16.

Is the child unaware of their own physical appearance?

17.

Does the child make inappropriate or exaggerated use of tone and gesture?

18.

Does the child respond aggressively to teasing?

19.

Does the child interrupt conversations?

20.

Does the child have noisy eating habits (this could link with verbal dyspraxia)?

21.

Does the child have difficulty using a knife and fork, often resorting to fingers?

22.

Is there evidence of poor posture when child is sitting?

23.

Is the child sensitive to noise levels? They may be unaware that the TV is turned up loudly, for example?

24.

Does the child have difficulties in speech (such as those experienced by children with developmental dyspraxia)?


My Thoughts About School Checklist

PUPILS NAME

CLASS

Date

The things I like best at school are:

The things I don’t like about school are:

The things that I am good at are:

The things I find hard are:

I am happy in class when:

I am happy during break and lunch times when:

My friends are:

I need help with:

Teachers in school can help me by:

My teacher would describe me as:

My parents would describe me as:

Post Primary Transfer Review

Confidential

Name: Home Language:

Address:

Date of Birth:

Present School:

SECTION ONE: BACKGROUND INFORMATION

Assessment

Has student undergone assessment/s? Yes No

Date(s) of Assessment(s):

Nature of difficulties indicated?

Has the student been involved with any agency providing Psychological/Psychiatric Services, Speech Therapy, Occupational Therapy etc ?

Yes No

If yes, please give details:

Exemption from Irish? (Please circle) Yes No

Access to specialist IT supports? Yes No

If yes, please give details:

Specify what (if any) equipment will transfer with this student.

Results of recently administered tests

Area tested

Name of Test

Date of testing

Standard scores/ quotient

Percentile rank

Ability

Reading

Spelling

Numeracy

Other

Strengths/ needs and recommendations

Strengths:

Identified Needs:

Recommendations:

SECTION TWO: PROVISION IN PRIMARY SCHOOL

Type of Support

Learning Support/ Resource/SNA

Frequency/ Grouping

Key Areas of Learning/ Behaviour Addressed:

Any special programmes/ methodologies/materials used? (e.g. Specific reading programme, Social Skills groups etc)?

Any special arrangements in place? (e.g. differentiated homework/ use of technology/ positioning in the classroom)

Please attach copy of recent Support Plans/ Reviews/ IEPs/ ILPs/

SECTION THREE: PLANNING FOR TRANSFER

Curriculum Needs (able for a full subject choice/ reduced timetable/ subject strengths & difficulties)

Learning Skills (following instructions/ reading/ writing/ contributing to oral work)

Organisational Skills (ability to find way around the school/ manage locker/ keep equipment)

Social Skills (particular friendships/ ability to get on with others)

Other (any particular issues/challenges)

Names of persons involved in review:

Do parents give consent for this information to be passed to post-primary school? Please name school__________________________

Date:

School Based Diagnostic Test Results

Student

Initials

Class

Overall Ability

Diagnostic Reading

Spelling

e.g. NRIT, CAT IV

e.g. YARC

Word

Reading

e.g. YARC

Reading Comprehension

e.g. YARC

Reading

Rate

e.g. Drumcondra

WRAT IV

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SS = Standard Score PR= Percentile Rank

CHILD’S NAME

TEACHER COMPLETING THIS FORM

DATE

THE FIVE YEAR OLD

If a child is developing at an optimum rate these are the skills, abilities and level which might be seen in an infant classroom. Where a child is clearly having difficulty in one or more areas then this indicates the need for further investigation and intervention.

LANGUAGE DEVELOPMENT

A child of five will usually

Yes

No

· be very interested in stories

· listen attentively and then retell the main elements of a simple story in reasonable sequence

· understand and answer simple questions

· ask lots of questions including ‘why’

· follow instructions that have three or four components

· use speech that is usually grammatically correct

· be able to indicate if something is in the past, present or future

· be able to say name, age, and sometimes birthday and /or address

· be able to identify words that rhyme

· be able to identify words beginning with certain sounds

· have a basic concept of print

· use language to be able to provide commentary on play

· be able to describe events

· be able to make up stories

· use language to problem solve

· use language to be able to predict -why/because construction

· show increasing complexity in imaginative thinking

· be able to attend to someone talking while carrying on with an activity

PHYSICAL SKILLS


Yes

No

· be fully mobile and often very energetic

· show increasing skills and coordination in ball games

· be able to climb and balance with increasing skill

· tune in and move to the rhythm of music

· hold a pencil in a pincer grip and draw representationally with increasing attention to details and features

· to be able to colour within lines

· copy letter under a model

THE FIVE YEAR OLD


MATHEMATICAL UNDERSTANDING AND SKILLS


Yes

No

· count fingers with one to one correspondence

· be able to compare, sort match and order

· recognise and use numbers to ten

· have an awareness of number operations

· recognise patterns

· have an understanding of time as it relates to the routine of the day

· use language to describe shape, position, size and quantity

· use skills to problem solve

SOCIAL UNDERSTANDING AND SKILLS


Yes

No

· be aware of the need for rules in games

· be able to take turns with minimal supervision

· be sensitive to what is and what is not fair

· be able to recognise the need of give and take in relationships

· choose some friends independently

· be able to play co-operatively with two or three other children

· have some understanding of turn taking in conversation

· play games with increasing complexity

· know the difference between fantasy and reality and play many ‘pretend’ games

· be able to understand jokes and have a developing sense of humour

· be independent in selecting activities , but ask for help when necessary

· lend and borrow items of equipment and toys

· feed themselves competently

· undress and dress independently but may need help with fastenings

· use a toilet unaided

· have a range of group skills. e.g. know how to share attention

THE FIVE YEAR OLD


EMOTIONAL UNDERSTANDING AND BEHAVIOUR


Yes

No

· Be enthusiastic and motivated to learn

· have a wide range of feelings though not necessarily identified clearly

· have an increasing awareness of feelings and relate these to wants

· use an increasing range of varied , complex and flexible ways of expressing emotions

· use language for emotional control and expression

· have increasing emotional control but not be able to hide feelings completely

· use play to work out emotional issues

· have a growing sensitivity to the feelings of others

· be able to show caring to pets and younger children

· be able to comfort distressed peers

· continue to test boundaries from time to time

· be able to say what is right and wrong depending on family and cultural values but not have internalised a moral code as yet

ANY OTHER COMMENTS

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