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Hadleigh Farm (Training Centre :female-teacher::skin-tone-2: (Training…

- - - - OT can advice on best practice to facilitate communication to the trainees working in the kitchen. Labelling of items with pictures as well as text will aid indepndent recognition of items. Eg fonts should be used which are easy to read (for example ‘a’ written in handwriting style; ‘d’ and ‘b’ letters which are not mirror images to avoid confusion for dyslexic readers) should be used for labels and communications that will be read by trainees. Comic Sans is a popular and easily-available font, however the font Lexie Readable is a similar version without the informal comic book or child-like associations of Comic Sans. It can be downloaded free for charitable organisations here: http://www.k-type.com/fonts/lexie-readable/. Ideally matt laminating pouches should also be used where available, to avoid glare streaks that impair readability and perception of the information for trainees.
    - - OT can devise and carry out risk assessments, using principles from MoCA assessment like task concept and tool handling, for specific tasks such as using knives in the kitchen or lawn mowers in horticulture. Placed on Infomentor or LSP so all staff can refer to them
      - Activity analysis used in breaking tasks down in interventions (continuation of other OT student Rebecca’s project)
  - - - Trainees can be split into groups according to colour/ability level and appropriate tasks given eg yellow group each make own cake, green group make shared product with more steps and team work involved.
      - Using pictures to label items as well as text, to assist independent identification by trainees. Trainees can be involved in the photographing and production of labelling (eg putting through lamination machine, cutting out, displaying next to item)
    - - Ensuring tyoe of communication used in theory is a level trainees can understand, eg yellow level need pictures and text
      - Social skills can be improved by facilitating simple games at the start of or during breaks (depending when staff themselves need to take a break!). To encourage those who are at yellow (self-pres) level and wont initiate conversation themselves, or don't turn take yet etc.
      - Including craft activities in these sessions (esp for yellow level) are not a 'waste' because the skills learnt here around handling tools, categorising and task concept are actually transferred to other settings like the kitchen. This may also maintain interest for trainees whose attention span is only 30mins on a particular task by presenting the skills in a different novel, context.
  - - - Personalised tasks and support level according to trainee needs- OT can create group protocols as examples for staff to refer to in how to split the same activity into different tasks for different colour levels
      - Assessment groups relevant to the woodwork activities carried out alongside work sessions, to establish which colour level trainees are currently functioning at
    - - Assessment groups relevant to the woodwork activities carried out alongside work sessions, to establish which colour level trainees are currently functioning at
      - Personalised tasks and support level according to trainee needs- Activity analysis used in breaking tasks down in interventions (continuation of other OT student Rebecca’s project)
      - Using pictures to label items as well as text, to assist independent identification by trainees. Trainees can be involved in the photographing and production of labelling (eg putting through lamination machine, cutting out, displaying next to item)
  - - - Quick-ref notes on how to interact with individual trainees could be added to their infomentor page, according to which colour level they have been assessed to be on. Information on this is in the staff guide to colour levels.
        Information includes: the number of steps in a task and amount of staff support to be given, whether a focus on quality should be encouraged yet, whether to expect trainee to return from breaks or will need prompting,whether they should be expected to clear away afterwards, if they should be offered choices within tasks or not, etc
      - Inclusion of 'life skills' section which be graded alongside the vocational skills using the 1-5 criteria (based on MoCA developmental skill stages)
    - - OT training sessions on autistic spectrum behaviours eg hand flapping- staff better decide motivation intent behind behaviour and whether to en/discourage. Behaviour therapist and Speech & Language therapist could also add input here potentially.
    - - Assessment groups could be incorporated into an assessment week or day for the trainee. Potentially an opportunity for them to try out a day or task in each setting so it can better inform their choice- rather than straight away having to stay in dept for 12 weeks. Staff can grade trainees by ticking off relevant actions seen on the assessment grid- this then shows whether trainee is at yellow, green or purple levels.
    - - Use of more formalised (standardised) outcome measures such as Activity Participation Outcome Measure (APOM) can be used to justify why someone should continue to be funded (if they are improving in skills even though they may be not able to enter workforce yet)
      - Begin engaging trainees in their skill acquisition by collaborating on a person-centred short term SMART goal, by creation of a shared easy-read ‘My Goals’ document
    - - OT could work in partnership with the Chaplain and run informal groups where there is education for trainees about physical, mental and spiritual health- eg making healthy choices, encouraging engagement in sports linking with S4C, having a support network, staying safe in the community, identifying what makes people individual, how doing what you enjoy and being part of a community provides meaning in life. The ‘Lifestyle Matters’ course (Craig and Mountain 2009) was originally developed for use with older adults but could be used as a content framework and adapted for sessions with adults with learning disabilities- see https://lifestylematters.wordpress.com/the-programme/ for more information on this programme.
- - - - OT could advise on adapting the talk complexity according to the age of the children and their level of abstract understanding. Also suggest accompanying activities in between handling animals, or worksheets to be left afterwards (which could also advertise local SA events/activities)
    - - OT could develop content to be delivered to other groups with additional needs based on the same principles, eg Dementia, Mental health
      - OT could advise on content of school sessions for children & young adults with different communication needs, eg sensory activities in between handling animals for non-verbal children in line with Sensory Integration theory and MoCA development level, and offering ways for children to communicate non-verbally with the handler such as yes/no cards
- - - - trainees can be referred to boccia group to help facilitate it or take part to develop social skills. These skills are transferable to use in the workplace either confidence speaking with the public or guiding others less able; or learning to manage emotional frustrations, turn taking, initiating interaction with strangers etc
    - - trainees can be referred to develop social skills, coordination and motor skills eg calibration (of brakes). These skills are transferable to use in BnG or Fresh Opp depts, by improving accuracy when using tools, and managing relationships with others
    - - trainees assessed and if they are at a level ready to join this group, an be referred. If still need further pre-voc skills, will be setting them up to fail if they do not attend other groups to gain these first
    - - trainees can be encouraged to attend these in their leisure time, to improve their concept of time and planning of free time. These skills of planning time which isn't scheduled for them, and concept of time, are transferable to use in the workplace and planning breaktimes.
  - - - OT can advise on ways to make Hadleigh open spaces and other open spaces in Essex more accessible to people with disabilities or locally excluded populations.