Invariably, a child’s difficulties are a reflection of conflicts between their individual needs and the environmental or interpersonal context in which he must live, go to school or otherwise behave. The aim to identify modifying ecological triggers working towards normalisation.
Positive Programming Strategies to re-introduce learning and change the school avoidance dialogue. The aim will be to provide the child with a rich repertoire of skills and experiences that provide him with tools for reengagement.
Focused Support Strategies that provide the child and their support group with clear, measurable goals working towards the aspirations of achieving his EHCP targets, and importantly.
Reactive Strategies for child that effectively empower them to self-regulate using self-motivating solution seeking strategies that are sustainable.
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