Always/Never may look different for children with specific additional needs

Each question in a Motional Snapshot or Groupshot is answered on a scale from 'Always' to 'Never'. The Always and Never descriptors illustrate what each end of the scale may look like when observed.

Additional statements for use when working with children with specific additional needs are available for SEMH, Autism, SLD, and PMLD, as Always/Never may look different for this type of learner/participant.

We advise you to use the statement that aligns with the Participant’s primary presentation, though as you move through the Snapshot, you can navigate between each as appropriate to the child.

Each statement has been written with the following in mind:

Neurotypical

This term describes individuals whose brain functions are similar to those of most of their peers. Such individuals typically develop social and organisational skills at a pace comparable to others their age. They can also manage changes, disruptions to their routines, and distractions with relative ease. Many (we!) prefer the less commonly used term Predominant Neurotype.

SEMH

The Participant experiences significant challenges in regulating their emotions, behavioural responses, and moods, as outlined in a statement of Special Educational Needs (SEN) or Individual Development Plan (IDP) if one exists.

This Participant may have become vulnerable or isolated in mainstream educational settings, and their learning and social experiences may have negatively impacted their progress, development, or wellbeing. They have a primary identified need related to Social, Emotional, and Mental Health (SEMH), which may be linked to trauma and/or attachment issues.

Autism

The Participant is autistic (diagnosed or suspected), as noted in their Statement of Special Educational Needs (SEN) or Individual Development Plan (IDP) if one exists. They may be autistic in combination with one or more neurodevelopmental, medical, or mental health conditions, leading to complex needs as detailed in their SEN/IDP but it is important to clarify that the mental health conditions are co-occurring with this primary presentation.

SLD

The Participant has a Specific Learning Disability. A statement of Special Educational Needs (SEN) or Individual Development Plan (IDP) identifies persistent and long-term severe learning needs.

Children with severe cognitive and learning needs often have a complex profile that includes additional challenges in areas such as sensory processing, communication, or medical issues. Moreover, some Participants may have become vulnerable or socially isolated in mainstream settings, and their learning and social experiences may have negatively impacted their progress, development, or wellbeing. However, it is important to note that their primary identified need is not Social, Emotional, and Mental Health (SEMH) issues related to trauma or attachment.

PMLD

The Participant's primary need is profound multiple learning disabilities, along with physical and/or complex medical needs as identified in a Statement of Special Educational Needs (SEN) or Individual Development Plan (IDP). Additionally, they may have one or more of the following needs: Profound Learning Difficulty, Profound Sensory Impairment, Profound Social and Emotional needs, or Communication Needs.