<p>This profile allows Parents, carers and teachers to monitor and support life skills teaching within the areas of:</p> <p>Hoovering<br /> Wiping Tables<br /> Washing dishes<br /> using a washing machine<br /> making a Sandwich<br /> Making a hot drink<br /> making toast<br /> using a microwave<br /> Making a bed<br /> Dressing and grooming</p> <p>This can be used as an assessment framework or a summative assessment. perfect resource to present within EHCP reviews.</p>

<p>This is the 2nd part of the Skills checklists. This is designed as a follow up to the Independent Living skills version.</p> <p>This enables Parents, Teachers and Carers to share information in relation to skills that students can achieve working towards their independence.</p> <p>This covers:<br /> Money Management<br /> Consumer awareness<br /> Food management<br /> Health<br /> Housekeeping<br /> Housing<br /> Transport<br /> Emergency and Safety Skills<br /> Community resources<br /> Interpersonal skills<br /> Personal hygiene</p> <p>Snapshot</p> <p>Health<br /> Can state when unwell <br /> Can state when in pain <br /> Knows who to tell when they need health support <br /> Knows what is in a first aid box <br /> Knows not to take someone else’s medication <br /> Knows that drugs, alcohol, and tobacco may be harmful to your health <br /> Can administer basic first aid to self or others <br /> Can recognize and describe symptoms of colds, flu, and other common health problems <br /> Knows what to do for a minor cut, a minor burn, a splinter <br /> Can call a doctor or dentist and schedule an appointment <br /> Can take medication without supervision</p>

<p>Everything you need to make a complete assessment of Funtional ICT in the Community for young people with learning difficulties. All areas have been broken down into steps for staff to know how to support learning :</p> <p>Mobile phone <br /> Escalator <br /> Lifts <br /> Traffic lights <br /> Going out <br /> Road safety <br /> Travel <br /> Bus/Train travel <br /> Public toilets</p> <p>This also includes TIME &amp; MONEY</p> <p>Time <br /> Cash point<br /> Using money <br /> Card payments <br /> Vending machine <br /> Self service</p>

<p>This passport has been created to show whether young people have capacity and in which areas of their lives. as students within Special Education move through transition after 16 years of age. Students need to undertake a capacity assessment. this will show the areas that students need support within in order for them to make their own choices moving forward.</p> <p>This passport separated the areas of capacity in terms of RISK.</p> <p>This can be used as a document within EHCP reviews or as a framework for teaching RISK&gt;</p> <p>Snapshot</p> <p>I can say/show/demonstrate:<br /> Something is hot: Radiators<br /> Hot drinks<br /> Hot water taps<br /> Kettles and Kettle cords<br /> Iron<br /> Hair straighteners<br /> Fire See additional fire section)<br /> That I can get burnt if I touch something hot</p> <p>Eating these can make me ill: Plants<br /> Medicines that are not mine<br /> Detergents<br /> Plastics or other man-made objects<br /> Unknown liquids</p> <p>Windows Windows can be open and closed<br /> I shouldn’t climb through a window<br /> Why I shouldn’t climb through a window<br /> What can happen if I climb through a window on my own<br /> That windows can be locked<br /> That windows can be unlocked<br /> That a locked window stops me from opening it<br /> Why a window needs to be locked</p>

<p>3 Functional reading passports to assess s students within Entry 1,2 and 3</p> <p>A very useful document for students with Special Educational needs. This will support functional reading.</p>

<p>All schools should show a bill of rights to explain the aspirations for their students.<br /> This is a symbolised version that can be edited to suit the needs of your students</p>