Slide 1

Intensive Interaction
Who is Intensive Interaction for ?

- People who may be PREVERBAL, not yet at a stage of using or understanding verbal or
symbolic communication
- Highly isolated people who do not positively interact with other people
- People who lack motivation in interacting with others
- People who have some speech and language ability, but would still benefit from further
learning and development in the area of the 'fundamentals of communication'.

Slide 2
Moderate learning difficulties

Children and young people with moderate learning difficulties have much greater difficulty
than their peers in acquiring basic skills and understanding new concepts. Their
attainments will be significantly below the expected levels in most subjects, despite having
been given appropriate support. They may also have associated problems with speech
and language, low levels of concentration and under-developed social skills. Children
whose Intelligence Quotient (IQ) falls below 70 are generally deemed as having moderate
learning difficulties.

Slide 3
Profound and multiple learning difficulties

These are children and young people with complex learning needs and they are likely to
have more than one severe disability, for example they may have severe learning
difficulties, a profound sensory loss and challenging behaviour. They require a high level of
adult support, which may include medical and therapy staff. Their multiple difficulties often
make it problematic to properly assess their learning potential. Children and young people
with these complex difficulties require sensory stimulation and a curriculum that is broken
down into very small steps: they are usually taught in a specialist setting, increasingly with
opportunities for part-time inclusion in mainstream schools.

Slide 4
Severe learning difficulties

Pupils with SLD experience ‘significant intellectual cognitive impairments’ having a major
effect on their ability to participate in the school curriculum without support.They may have
‘difficulties with mobility and coordination, communication and perception and the
acquisition of self-help skills’ and need ‘support in all areas of the curriculum’. Some may
use signs and symbols but ‘most will be able to hold simple conversations’
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