Details Of The Course
A diagnosis does not determine ALN and attainment alone does not tell us how a learner is functioning.
The latest Welsh Government ALN guidance places greater emphasis on understanding the functional impact of a learner’s difficulty: how it affects their ability to access, engage with, participate in and benefit from learning.
This practical masterclass will support practitioners to move beyond labels, behaviour and attainment data to develop a clearer picture of what the learner is finding difficult to do, when those difficulties arise, and what support or adaptation is required.
The session will explore how functional need can be understood through the interaction between the learner, the task and the learning environment and how this evidence can strengthen ALN identification, Section 2A and provision planning.
Understand what is meant by functional need and functional impact
Look beyond diagnosis, attainment and presenting behaviour
Identify barriers to access, engagement, participation and progress
Explore how task demand and the learning environment influence learner functioning
Recognise when prompting, mediation, scaffolding or adaptation may be masking difficulty
Gather meaningful evidence from the learner, family and professionals
Use functional evidence to strengthen ALN decision-making and Section 2A
The key question is not simply, “What condition does this learner have?” It is: “What is this learner finding difficult to do and what is getting in the way of their access, participation and progress?”