The differences between Assistive Technologies and manually inputted technologies are crucial in understanding how these advancements impact the support provided to SEND post-16 learners.

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterised by challenges in social interaction, communication differences, and restricted repetitive behaviours. It manifests uniquely in each individual, impacting sensory perception, routines, and how they engage with the world.

Behavioural Interventionists at BCI employ tailored strategies, supporting individuals' social and emotional needs. Through specialized interventions, they foster positive behaviours, enabling personal growth and enhancing learning experiences for our diverse student community.

Braille and tactile learning revolutionise education for visually impaired learners. Braille enables reading and writing through raised dots and textures, while tactile learning employs touch to explore shapes, maps, and diagrams. These methods empower an inclusive learning experience for visually impaired individuals.

Transition planning for post-16 SEND learners involves personalised strategies for a successful shift from school to further education, employment, or independent living. It focuses on individual strengths, aspirations, and essential skills, ensuring a seamless transition and empowering their journey beyond school.

Finding that slumber sweet spot can be helpful for fending off a range of mental and bodily ills.

implementing these strategies and creating a supportive environment, SEND learners can improve their sleep quality, positively impacting their overall well-being, academic performance, and emotional regulation. Each individual may require a personalized approach, considering their needs and challenges to ensure better rest and improved health outcomes.