1. HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps(9) » 4. TipsScenarioSolutionStepsTips Content description: Duration: 40 minutes Goal:Improve independence Length (minutes/step): Level (1-3): How Number of slides: 10 Institution:LSBU Author: Name: Cornne Branch Contact: branchc@lsbu.ac.uk Note: This tunnels works with independence training and shows are several facilities May support the work. 1 Scenario Scenario 1: Walking home from school alone Josie wants to be able to walk home from school on her own without her mum always having to be there. She knows the journey but sometimes forgets to remember the rules of the road. Her mum is a litle bit worried for her safety but thinks it is an important step for her independence. The HANDS tool could be used to guide her through the safety rules of the road and support her if and when she needs it.

2. HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps(9) » 4. TipsScenarioSolutionStepsTips Content description: Duration: 40 minutes Goal:Improve independence Length (minutes/step): Level (1-3): How Number of slides: 10 Institution:LSBU Author: Name: Cornne Branch Contact: branchc@lsbu.ac.uk Note: This tunnels works with independence training and shows are several facilities May support the work. 2 Solution Travel Solution: Walking home from school alone 1.Pedagogical consideration: Talk through the scenario with your pupil first. Think about the language you use on the phone to support your student as it will need to be age appropriate and descriptive. 2.Pedagogical consideration: Liaise with the life skills teacher about the pupils difficulties and current progress with road safety. Ask them which instructions would be appropriate. 3.Operation on CoMe: Create a PT that the child can access guiding them through step- by-step rules to road safety. You could even take photos with the child of the journey and then put them into the PT. 4.Operation on CoMe: Create a reward for getting home independently. 5.Operation on CoMe:Create and run reports to see how consistently they are using the PT 6.Pedagogical work: Practice with the child. Duration: 30 minutes on CoMe.

3. HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps(9) » 4. TipsScenarioSolutionStepsTips Content description: Duration: 40 minutes Goal:Improve independence Length (minutes/step): Level (1-3): How Number of slides: 10 Institution:LSBU Author: Name: Cornne Branch Contact: branchc@lsbu.ac.uk Note: This tunnels works with independence training and shows are several facilities May support the work. 3 Steps 1 and 2 Pedaogigical considerations. The pedagogical considerations and work has to be done at first. Step 1 Pedagogical consideration: Talk through the scenario with your pupil first. Think about the language you use on the phone to support your student as it will need to be age appropriate and descriptive. Step 2 Pedagogical consideration: Liaise with the life skills teacher about the pupils difficulties and current progress with road safety. Ask them which instructions would be appropriate.

4. HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps(9) » 4. TipsScenarioSolutionStepsTips Content description: Duration: 40 minutes Goal:Improve independence Length (minutes/step): Level (1-3): How Number of slides: 10 Institution:LSBU Author: Name: Cornne Branch Contact: branchc@lsbu.ac.uk Note: This tunnels works with independence training and shows are several facilities May support the work. Steps 3 (Create a PT) A. Click on the PT icon next to your students profile B. Click add a new story: C. Give your PT template a name and allocate reward points by either selecting reward points you have already created or adding new reward points. Add the story D. Click ’manage story steps’ icon: and add steps 4 Steps

5. HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps(9) » 4. TipsScenarioSolutionStepsTips Content description: Duration: 40 minutes Goal:Improve independence Length (minutes/step): Level (1-3): How Number of slides: 10 Institution:LSBU Author: Name: Cornne Branch Contact: branchc@lsbu.ac.uk Note: This tunnels works with independence training and shows are several facilities May support the work. 5 Steps 3 Create a PT(Continued) E. Now you can add the description of your first step in the story and upload a picture: 6. Click on add step:

6. HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps(9) » 4. TipsScenarioSolutionStepsTips Content description: Duration: 40 minutes Goal:Improve independence Length (minutes/step): Level (1-3): How Number of slides: 10 Institution:LSBU Author: Name: Cornne Branch Contact: branchc@lsbu.ac.uk Note: This tunnels works with independence training and shows are several facilities May support the work. 6 Steps 3 Create a PT(continued) 7. Click on the green icon next to your first story step and you will be able to repeat the steps 7 and 8 for adding as many story steps as you wish. 8. Once you have created your finished story board you can click on the Add as Template button in the top left corner of the screen in order to share the story or use it again. 9. Save your PT into the toolbox. You have now completed your PT. After the child has begun using the PT on their own you can a report on their usage to see when and how often they are using the PT. Click on the X icon and click ‘Add new report’.(tunnellink)Add new report Add the details of your report and click run. You can export your report to excel if you wish to save your report directly to your computer.

7. HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps(9) » 4. TipsScenarioSolutionStepsTips Content description: Duration: 40 minutes Goal:Improve independence Length (minutes/step): Level (1-3): How Number of slides: 10 Institution:LSBU Author: Name: Cornne Branch Contact: branchc@lsbu.ac.uk Note: This tunnels works with independence training and shows are several facilities May support the work. 7 Step 4 Create a reward A. You may reward Josie. A part of the description of the PT you may add a reward. You may Create a new reward (Press “Add new reward”) or use a already specified.(--Select reward --) See the next slide how you create a new reward.

8. HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps(9) » 4. TipsScenarioSolutionStepsTips Content description: Duration: 40 minutes Goal:Improve independence Length (minutes/step): Level (1-3): How Number of slides: 10 Institution:LSBU Author: Name: Cornne Branch Contact: branchc@lsbu.ac.uk Note: This tunnels works with independence training and shows are several facilities May support the work. 8 Step 4 Create a reward(continued) B. You may reward Josie.

9. HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps(9) » 4. TipsScenarioSolutionStepsTips Content description: Duration: 40 minutes Goal:Improve independence Length (minutes/step): Level (1-3): How Number of slides: 10 Institution:LSBU Author: Name: Cornne Branch Contact: branchc@lsbu.ac.uk Note: This tunnels works with independence training and shows are several facilities May support the work. 9 Steps 5 Create and run reports Josies use of her HANDS mobile can be registered in a Report and her teacher can see whether her efforts pays of. It is described in a another tunnel. “Observe_the_Pupils_use_of_HANDS_mobile_digitally”Observe_the_Pupils_use_of_HANDS_mobile_digitally”

10. HANDS The individual child’s needs Support systems everywhere Cognitive support at home and school HANDS Beginners – start here Self insight – but how? What works best? Collaboration among teachers and parents Tunnel overview: 1. Scenario » 2. Solution » 3. Steps(9) » 4. TipsScenarioSolutionStepsTips Content description: Duration: 40 minutes Goal:Improve independence Length (minutes/step): Level (1-3): How Number of slides: 10 Institution:LSBU Author: Name: Cornne Branch Contact: branchc@lsbu.ac.uk Note: This tunnels works with independence training and shows are several facilities May support the work. 10 Tips Tips: 1.What is an appropriate support on the phone for one child may not be appropriate for another child. 2.Inform other teachers what does and doesn’t work on one of the networks: school meetings, moodle or facebook group. 3.Make sure your instructions are age and cognitively appropriate. 4.It may help to go to the following related tunnels: Level 1: Independence training(tunnellink)Level 1: Independence training Level 1: Social skills are used everywhere – so is Hands(tunnellink)Level 1: Social skills are used everywhere – so is Hands(tunnellink Level 1: Evaluate your teaching strategies(tunnellink)Level 1: Evaluate your teaching strategies(tunnellink Level 2: Being lost: finding the way(tunnellink) Overview of tunnels on ”Which pedagogical challenges can HANDS work with?”Which pedagogical challenges can HANDS work with?