SCERTS stands for Social Communication, Emotional Regulation, Transactional Supports
At Dysart we have always sought to find the most effective and consistent method to enable our pupils to communicate and manage their behaviours of concern. We do not use a singular approach within anything we do and always strive to find the best strategy to suit every pupil.
The SCERTS framework informs our practice at Dysart, giving us a means to assess and track a pupil’s progress within two priority areas: their social communication and their emotional regulation. These priority areas are a key focus for a pupil across their day. We are passionate and flexible in exploring a range of evidence-based practices to help our pupils learn and engage with people as well as finding the best approaches and resources to support a pupil’s regulation. SCERTS brings together the multi-disciplinary team and the family to work towards the same goal.
For our pupils to be successful, we know that they need to be able to communicate, regulate themselves and engage with the world around them. These priority areas are focused on ensuring that pupils are ready to learn and so that we know how best to support them in their learning.
- From a communication point of view, the goal is to understand how a pupil communicates (Symbol use) and look at how we can develop a functional communication system to support and broaden their ability to communicate (Joint Attention).
- To support a pupil’s ability to Emotionally regulate, we look at what a pupil needs the team around them to put in place in terms of the physical supports (Learning Supports) and the personal approach (Interpersonal support) that they need to develop these skills.
Using SCERTS, we are able to plan, monitor and record the progress of our pupils and explore new ways to engage and motivate them to access and all areas of their curriculum pathway.
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