TEACCH Room Provision
Our TEACCH rooms form part of the whole school support provided for children with barriers to learning.
We have two TEACCH rooms, a Key Stage 1 room offering provision for EYFS – Year 2 and a Key Stage 2 room catering for years 3-6.
Each TEACCH room provides:
- a small discrete class, usually of 8 children
- a safe and predictable structured environment
- opportunities for children to revisit early missed ‘nurturing’ experiences
- a modified curriculum in a supportive, caring and highly visual environment
- interventions for those children who are unable to access learning successfully in their mainstream classroom
TEACCH Room staff model positive relationships and there is an emphasis on the development of language and communication skills and a focus on social, emotional and challenging behaviour. Children in the TEACCH rooms gain skills such as listening, sharing and turn-taking that will reduce (or remove) barriers to learning, therefore enabling success back in the mainstream classroom.
Using the TEACHH approach to classroom management and education also enables children to work on following instructions, respecting school rules and developing confidence and independence. This approach recognises that difficult behaviour may result from underlying problems in perception and understanding.
The principles and concepts guiding the TEACCH system:
improved adaptation: through the two strategies of improving skills by means of education and of modifying the environment to accommodate deficits
parent collaboration: parents work with professionals as co-therapists for their children so that techniques can be continued at home
assessment for individualised treatment: unique educational programmes are designed for all individuals on the basis of regular assessments of abilities
structured teaching: it has been found that children with autism benefit more from a structured educational environment than from free approaches
skill enhancement: assessment identifies emerging skills and work then focuses upon these. (This approach is also applied to staff and parent training.)
cognitive and behaviour therapy: educational procedures are guided by theories of cognition and behaviour suggesting that difficult behaviour may result from underlying problems in perception and understanding
generalist training: professionals in the TEACCH system are trained as generalists who understand the whole child, and do not specialise as psychologists or speech therapists.
All policies are available in printed format from the school office.
‘We couldn’t be happier with the care and education my child has received so far.’
‘I cannot fault the school or staff. Everyone is very supportive.’
‘Thank you for helping us with her worries and for the support.’
‘Positive environment and appropriate challenge for development, excellent.’
‘I am delighted with how happy she is at school. Her skills are clearly progressing and she is extremely well supported. Her teacher clearly knows her very well.’
‘Thank you so much to all of the members of staff; our child is extremely happy here and we are very grateful.’
‘My son is extremely happy in all aspects of school. Fantastic teacher and an excellent education. ‘
‘Any concerns raised have been dealt with swiftly.’
‘She is enjoying school a lot. She is challenged appropriately and not over-loaded with homework. She speaks positively about her time at the school and her teacher.’
‘We are very happy with Bricknell as a whole. He is becoming more confident and is well supported. Thank you to all of the teachers.’
‘She is very happy at school and I only hear positive things. Many thanks to all the teaching staff.’
‘Very happy with my child’s start to year 5.’