Application Wizard - Details of Needs

This page asks you questions about the support your child or young person needs. It is quite easy to presume that someone may not need support in a certain area, such as an academic child not needing academic support, so it is really important that you fully understand what the question is asking you.

Is more academic support needed?

Even with the standard classroom support, is this child making adequate progress?' Are they falling behind in lessons? Are they doing okay academically, but need help in exams, or need specific tool to help them learn? A very academic child may also need specific support.

'Is more academic support needed?' becomes a clear 'yes' when a child's needs go beyond typical classroom help. Imagine:

A child with reading struggles needing special reading lessons.
An autistic child needing a quiet space and visual timetables.
A child with ADHD needing breaks and help staying focused.
A child who can't speak clearly needing help to understand and be understood.
A child with a physical disability needing special tools to learn.
A child with high anxiety needing a quiet space to take tests.

Examples for a very able (clever) child who still needs academic supportNeeds work that is more challenging than the rest of the class, otherwise they get bored, frustrated, or disruptive.

Learns at a much faster pace and needs access to higher-level material (e.g. reading books several years above age level, advanced maths).

Finishes tasks extremely quickly and needs extension activities or harder work prepared in advance.
Learns at a much faster pace and needs access to higher-level material (e.g. reading books several years above age level, advanced maths).
Gets anxious or distressed if the work feels too easy or repetitive — may refuse to do it or switch off completely.
Needs chances to work on special interest areas (like science, coding, creative writing) because standard lessons are not stretching them enough.
Needs one-to-one time or a mentor/teacher who can set them more advanced goals and support their talents.
Struggles with group work because peers don’t work at their level, so they need differentiated tasks.

Are there struggles with social communication skills?

Having difficulties understanding and using communication properly in situations. This goes beyond just talking; it's about how they interact with others. They may find it hard to make friends or understand what's happening when people talk to each other. It's more than just being shy.

What it means:

They might miss clues: Like not knowing when someone is joking or being serious
They might not get how others feel: They might say things that hurt people's feelings without meaning to.
They might find it hard to join in: They might not know how to start a conversation or keep it going.
They might not understand the rules of talking: Like knowing when it's their turn to speak.

Examples

A child might get upset because they don't understand a joke.
They might play alone because they don't know how to join a game.
They might say something rude without realising it.
They might talk only about their own interests, and not allow other people to talk.
They may struggle with the idea that saying the same thing, in a different way, can mean something different.

Are there difficulties with Speech and Language skills?

A person with a speech and language disorder can encounter numerous challenges in the learning environment. Here are some examples:

Impact on Understanding:

Following Instructions: A child might struggle to understand multi-step instructions, leading to incomplete or incorrect tasks, or they may miss key words or phrases, causing confusion.
Understanding Lessons: They may have difficulty understanding complex words and sentences used by the teacher and struggle to follow the flow of a lesson.
Reading Comprehension: Difficulties understanding spoken language often translate to difficulties understanding written language. They may struggle to grasp the meaning of sentences, paragraphs, or stories.
Understanding Social Clues: They may miss social cues in the classroom, such as tone of voice or implied meanings, leading to misunderstandings with teachers and friends.

Impact on Speaking:

Joining in Class Discussions: Struggles to express thoughts and ideas clearly, leading to reluctance to participate. They may have difficulty finding the right words or forming correct sentences.
Writing: Difficulties with spoken language often impact written language. They may struggle to organise their thoughts, use appropriate vocabulary, or write grammatically correct sentences.
Asking Questions: They may find it hard to ask questions to clarify their understanding, leading to gaps in their knowledge.
Social Interaction: They may struggle to talk with friends, leading to social isolation or frustration. They may struggle to describe how they are feeling, leading to behavioural problems.

Is more support needed to address fine or gross motor control?

Fine Motor Control: This refers to the ability to control small muscle movements. These movements involve the smaller muscles of the hands, fingers, and wrists. Writing, drawing, buttoning clothes, tying shoelaces, using scissors, and manipulating small objects.

Fine Motor Control Issues:

Writing Difficulty holding a pencil correctly, resulting in messy or illegible handwriting; Struggling to form letters and numbers accurately; Slow writing speed, making it hard to keep up with classwork.
Manipulating Small Objects Trouble with tasks like cutting with scissors, using glue, or manipulating small objects in science experiments; Difficulty with tasks requiring dexterity, like buttoning clothes or tying shoelaces, impacting independence.
Using Technology Challenges with using a keyboard, mouse, or tablet, hindering computer-based learning; Difficulty with touch screens, and small buttons.
Art and Craft Activities Struggling with drawing, painting, or other art projects that require precise hand movements.

Gross Motor Control: This refers to the ability to control large muscle movements. These movements involve the larger muscles of the body, such as those in the arms, legs, and torso. Running, jumping, climbing, throwing, catching, crawling, and maintaining balance.

Gross Motor Control Issues:

Physical Education (PE:) Difficulty with activities like running, jumping, catching, or throwing, leading to exclusion or low participation; Struggling with balance and coordination, impacting participation in team sports.
Classroom Movement: Difficulty navigating the classroom, bumping into furniture, or tripping; Struggling to move between classrooms or up and down stairs.
Posture and Seating: Difficulty maintaining a comfortable and stable posture while sitting at a desk, impacting concentration; Difficulty with balance while sitting.
Playground Activities Struggling to use playground equipment safely; Difficulty with playground games.

Are Life Skills a worry?

Life skills are abilities that help individuals navigate everyday situations and challenges effectively. Here are some examples to help you consider whether more support might be needed:

Essential Daily Living Skills:

Personal Hygiene: Brushing teeth, showering, washing hair; Maintaining personal cleanliness; Dressing appropriately.
Household Tasks: Cooking simple meals; Cleaning and tidying up; Doing laundry; Basic home maintenance (changing a lightbulb).
Time Management: Setting and following schedules; Prioritising tasks; Being punctual. Organising homework.
Money Management: Budgeting and saving; Using money wisely; Understanding basic finances; Paying bills.
Nutrition and Food Preparation: Understanding healthy eating; Preparing simple meals; Grocery shopping.

Social and Interpersonal Skills

Communication: Active listening; Expressing oneself clearly; Assertiveness; Understanding non verbal communication.
Relationship Building: Making and keeping friends; Resolving conflicts; Cooperating with others.
Empathy and Emotional Intelligence: Understanding and managing emotions; Recognising and respecting others' feelings.

Problem-Solving and Decision-Making Skills:

Critical Thinking: Analysing information; Evaluating options; Making informed decisions.
Problem-Solving: Identifying problems; Developing solutions; Implementing and evaluating solutions.
Adaptability: Being able to change plans when needed; Coping with unexpected situations.

Safety and Self-Advocacy Skills:

Personal Safety: Recognising and avoiding dangerous situations; Knowing how to seek help; Basic first aid.
Self-Advocacy: Knowing one's rights; Asking for help when needed; Speaking up for oneself.
Using Public Transportation: Reading maps; Understanding timetables; Travelling safely.

These skills are essential for independent living and contribute to overall well-being.

Are the tasks of daily living requiring more support?

How their specific needs impact their ability to manage everyday routines. Here are examples of areas that you can consider:

1. Personal Hygiene:

Washing/Bathing: Sensory sensitivities to water temperature or textures of soaps; Difficulty with the physical coordination required for washing; Challenges with following a step-by-step routine.
Toileting: Difficulties with toilet training due to sensory or cognitive issues; Problems with maintaining hygiene after toileting.
Dressing: Sensory sensitivities to clothing textures or seams; Fine motor difficulties with buttons, zippers, or shoelaces; Difficulties with selecting appropriate clothing for the weather.
Oral Hygiene: Sensory sensitivities to textures of toothpaste, or toothbrushes; Difficulty with the fine motor control required to brush teeth.

2. Eating and Drinking

Mealtime Routines: Sensory sensitivities to food textures, smells, or tastes; Difficulties with using utensils or chewing; Challenges with following mealtime routines.
Food Preparation: Difficulties with simple food preparation, such as making a sandwich.

3. Mobility and Independence:

Moving Around: Challenges with navigating the home or school environment; Difficulties with using stairs or other physical obstacles.
Following Routines: Difficulties with understanding and following daily routines, such as getting ready for school or bedtime; Difficulties with transitions between activities.
Self-Regulation: Difficulties with managing emotions, and therefore impacting their ability to complete daily living tasks.

4. Social Interaction:

Interacting with Others: Difficulties with understanding social cues during daily activities; Difficulties with communicating needs and preferences.

5. Safety

Understanding Safety Rules: Difficulties with understanding basic safety rules related to daily activities; Difficulties with recognising dangerous situations.

Does the child or young person struggle to keep themselves occupied for long periods of time?

"Self-occupancy" simply means a person can play or do things on their own, without needing someone else to tell them what to do all the time. It's about them finding ways to keep themselves busy and entertained.

Examples of difficulties with Self-Occupancy in children:

Can't start playing: They don't know what to do without being told.
Gets bored easily: They switch activities very quickly and can't focus on one thing.
Needs constant help: They ask for help with every little thing.
Gets overwhelmed: Noises or too many toys make them upset, so they can't play.
Doesn't understand rules: They struggle with games that have rules, and then get frustrated.
Has trouble moving: They can't play with toys that need good hand or body control.
Gets upset easily: If something goes wrong, they have a meltdown and stop playing.
Doesn't know how to pretend: they find it hard to use their imagination.

Examples of difficulties with self-occupancy in young people:

Lack of Motivation: Struggling to find purpose or interest in activities, leading to prolonged periods of inactivity.
Over-reliance on Technology: Excessive screen time without engaging in meaningful activities.
Difficulty with Time Management: Struggling to structure their day, leading to delay or missed deadlines.
Challenges with Independent Living Skills: Struggling with tasks like budgeting, cooking, or maintaining a living space, leading to dependence on others.
Social Isolation: Difficulty initiating and maintaining social connections.
Executive Functioning Issues: Struggling with planning, organising, and completing tasks.
Emotional Regulation Difficulties: Experiencing frequent mood swings, anxiety, or depression, making it challenging to engage in activities.
Sensory Overload: Finding everyday tasks overwhelming, and therefore retreating from daily activities.
Difficulty understanding social norms: This can lead to social isolation, and therefore less engagement in social activities.