4. Pupil case study - social and functional use of language

Name: Harry       Age 11     Setting: Mainstream Primary School

Strengths: 
• he likes PE 
• he is fluent at reading 
• he can be interested in specific topics and learns factual information by rote. 
• he learns social rules 
• he enjoys IT and is proficient

Areas of need: 
• attention control and auditory memory is limited 
• slow to process language 
• reading comprehension is significantly lower than reading accuracy skills 
• can formulate complex sentences but the content and use is at times inappropriate 
• weak verbal reasoning skills- tends to interpret information literally 
• struggles to be successfully involved in group activities 
• struggles at play times and unstructured times 
• often interprets language literally 
• sometimes misinterprets non-verbal signals 
• can react aggressively

Impact on learning: 
• unable to follow instructions and start tasks without support 
• difficulty in learning new complex and abstract vocabulary 
• unable to select key information 
• difficulty with group tasks 
• struggles with inference and prediction

Impact on social development: 
• difficulty to form and sustain friendships and relationships 
• misinterpretation of communication intent - can lead to frustration and aggression

Emotional behaviour: 
• some understanding and expression of emotions and feelings but can misinterpret subtleties

Organisational 
• easily loses equipment

Classroom strategies: 
• use plain English 
• provide task organisers 
• may need step by step instructions 
• check comprehension regularly 
• prioritise understanding and use of key vocabulary 
• forewarn of changes to staff, room and timetable 
• avoid idiom and use of sarcasm 
• teach social rules and expectations- may require small group social skills opportunities 
• support generalisation across the school and support collaborative work 
• may require support for less structured times of the day