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Young People – Education
Members of our young people’s team work in partnership with schools, Local Education Authorities and teachers’ unions to provide support for young people in mainstream and special schools. Our team currently work across a range of settings including: re-integration, young people with developmental disorders, autism and emotional and behavioural difficulties.
The various elements of support available are :
- Assessments for individual pupils (including cognitive, psychological and psychiatric assessments)
- Assessment of learning styles and recommendations regarding learning aids and techniques
- One to one work and counselling with individuals and within group settings
- Individual Proactive and Reactive Support Plans
- Follow up reports and ongoing assessments
- Liaison with outside agencies and professionals
- Staff support and training to help empower teaching staff to make assessments and enhance their behaviour management skills.
- One to one or group work with staff members to assist them in coping with their work pressures
Please click here to read a case study of the work Studio III does in the area of sexual abuse and sexualised behaviours
Contact us on 01225-334111 to arrange a confidential discussion with one of our specialists or use our contact us page
Daisy, 6 years old, was residing at a care home and engaging in a school for children with special educational needs. Daisy was having difficulties engaging within the class, completing required work and appeared despondent towards attempts to engage her.
Studio III were required to undertake and educational assessment to identify behavioural support requirements for classroom engagement and possible learning difficulties; namely dyslexia. A number of assessments were undertaken including the Wechsler intelligent scale for children, general memory and attention texts and the Vineland behavioural assessment.
Following these and informal interviews with teachers a diagnosis of dyslexia was given with specific issues relating to visual tracking. Also support was required with specific social skills as well as a need for increasing attention and memory span.
Recommendations focused on practical classrooms aids like coloured assert ate and increased computer access using specific font types. Also proactive guidelines were put in place to ensure Daisy was engaged with work for appropriate lengths of time before leaving the classroom for ‘fun’ tasks that worked her memory and attention span.
Long term recommendations focused on building a social skills training programme that allowed teachers and care home staff to engage with Daisy in building up her social skills allowing her to engage appropriately within structured environments and with her peer groups. This also included work on anger management and emotion identification and expression.
At follow up Daisy was more willing to engage in her class work, incidents of challenging behaviour had decreased and Daisy was starting to build relationships with her peers.