The Graduated Approach is a systematic framework used in education settings to support students with special educational needs and disabilities (SEND). It is a continuous cycle of assessment, planning, implementation and reviewing.
It is crucial for making sure that children with SEND receive appropriate and effective support. It promotes early intervention, encourages collaboration among educators, parent carers and professionals and helps create a more inclusive education environment. By following this structured framework, education settings can better address the diverse needs of their students and support their learning and development effectively.
The process begins with a thorough assessment of the student’s needs. This involves gathering information from various sources, including parent carers, teachers, and specialists. From this information, a baseline understanding of the child’s strengths and areas for improvement can be established.
This first assessment helps to identify specific learning difficulties or disabilities that need support.
Based on the assessment, a tailored support plan is developed. This plan outlines the specific interventions and strategies that will be put in place to support the student's learning. Clear targets and deadlines for expected progress are established.
Parent carers are involved in this planning process to make sure they are aligned and understand what the plan involves.
The planned interventions are put into action. The student gets the necessary support under the supervision of the classroom teacher or designated staff.
This phase focuses on implementing the strategies in the plan. This helps the student progress in their learning.
The effectiveness of the support provided is regularly reviewed. This involves evaluating the student’s progress against the targets set in the plan.
Reviews are usually done termly, and adjustments to the support plan are made as necessary based on the student’s ongoing needs and progress. Parent carers are kept informed throughout this process to make sure they are actively involved.
The Graduated Approach is not a one-time process. It is a continuous cycle. After the review, if the student has met their targets, new goals may be set. If not, the existing plan may be adjusted or continued. This process allows for ongoing support tailored to the student’s evolving needs.
If the student shows no progress after a minimum of two cycles of APDR, settings and parent carers may want to consider applying for an Education, Health and Care needs assessment.
