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o Positive Behaviour Support
o Daily Living Skills
o Healthiness
o Keeping Me Safe
o Functional Academics
o Vocational Learning
This involves learning to:
o build strategies to self-manage anxieties and behaviour,
o develop a positive self-image,
o express emotions appropriately,
o experience fulfilment and achievement,
o experience a breadth of cultural activities which include those of their
own race, religion and culture,
o take an active part in daily life,
o become self-determining, make informed choices and be involved in
decision-making about their care,
o undertake social and leisure activities in their local community,
o undertake work placements which are built upon their strengths.
Living and learning
Prior's Court Young Adult Provision recognises the exceptional needs of this
group of young adults and offers a person-centred approach to accredited
learning and development delivered through the unique blend of autism
methodologies and best practice of the Prior Approach.
Through the Prior Approach, each young adult develops a person-centred
individual learning programme providing them with the opportunities to
develop the necessary skills to maximise their potential and ensure they are
able to lead full and varied lives within the community. Individuals are
supported to engage in a rich and varied range of activities and
opportunities tailored to meet their individual needs across their Waking Day.
Each young adult follows an individualised person-centred learning plan which is
reviewed regularly by looking at the needs of each individual while building on
their skills, strengths and interests.
Key elements of the approach include:
• utilising the TEACCH methodology, a structured approach which provides
a structured way of organising the layout of the environment and activities
across all settings in the Waking Day, individualised and tailored to support
understanding of the events in their day, thereby reducing anxieties and
facilitating independence.
• utilising a total communication approach with the aim of creating
strategies, resources and stimulating environments which will develop
individuals' non-verbal and verbal communication abilities, facilitate social
interaction, attention and understanding and support emotional
development such as self-esteem and self-assertiveness. These strategies
include the Picture Exchange Communication System (PECS); objects of
reference; signing; voice output devices; communication and computer