Your study level

We've preselected "All levels" for you, but you can change your study level at any time by choosing one of the options on this menu. Changing your study level will return you to the beginning of the module.

Focusing on engagement
A teacher engages with a young girl

Eating and drinking is a highly complex, multi-system skill involving anatomic stability, neuromuscular control and co-ordination, sensory perception, gastrointestinal function, cardio-respiratory support and integration from the autonomic nervous system.

Royal College of Speech and Language Therapists, 2006

Using the Engagement Profile and Scale (1)
Read the following explanatory text: Engagement Profile and Scale.

In this clip a teacher speaks about how interventions are set up and how useful information is gathered.

  • Poster
Using the Engagement Profile and Scale (2)
Identify a child new to you and/or new to the school. Use the Engagement Profile and Scale to carry out a baseline assessment. Consider the following questions:
  • What has this assessment told you about the child?
  • What are the teaching implications of this assessment?
  • What new information has been added to previous records?

Develop this and work in partnership with a colleague.

Look at the teaching implications for the assessment that you carried out. Refer to the 'Next Actions' box to guide you.

Plan a series of teaching activities that:

  • Reinforce the strongest area of engagement; and
  • Intervene around the weakest indicator of engagement.
Encountering obstacles
A female teacher holds a mirror
                  in front of a young female student

Reflect on the scales as a team. This will ensure that you obtain different perspectives and ideals.

  • If you are struggling to pull out details when you observe a child, film the observation. This will allow you to watch it many times and draw out the detail;
  • Have another observer with you (SENCo, TA, or a therapist) so that you can compare what you have just observed.
Find step by step guidance in:

Find out more
Carpenter, B. (2010) Children with Complex Learning Difficulties and Disabilities: Who are the children? What are their needs? Complex Needs Booklet Series, London: SSAT.

RSCLT (2006). Communicating Quality 3: RCSLT's Guidance on Best Practice in Service Organisation and Provision, p.320. London: Scotprint.