At Linden Lodge, students follow different curriculums pathways depending on their age, their sensory impairments and/or their cognitive and communication levels. 

Because the communication levels of students working at different curriculums pathways may overlap, in order to understand the sequential learning of Communication, Language and Literacy, it may be more relevant and effective from a communication perspective to use the labels of “sensory”, “conceptual” and “grammatical” classrooms. This way, students’ communication needs are contemplated regardless of the curriculum the students follow while allowing for flexibility of  “mixed classrooms” when appropriate:  a sensory and conceptual classroom, for example.

Click on the links below to find out more. 

Other assessments

• Speech and language therapists’ assessments.

• Students also have communication goals related to their EHCP targets (these should not be very different from those that would have been highlighted when assessing students with Matrix, Pragmatics, Speech and language therapy assessments, etc.)