Specialist Interventions Under EOTAS in Wales - Part 1

Specialist Interventions Under EOTAS in Wales

Part 1: What Support Actually Exists and What It Does

📘 This is Part 4 of a 5-part series on EOTAS in Wales.
⬅️ Previous: Part 3 – What EOTAS Provision Looks Like
https://learnwithoutlimitscic.blogspot.com/2025/12/eotas-in-wales-part-3.html
➡️ Next: Part 5 – Multi-Agency Working & Provider Support
https://learnwithoutlimitscic.blogspot.com/2025/12/specialist-interventions-under-eotas-in_01577358569.html

When a child cannot access education in a school setting, families often begin searching for specialist interventions that might finally help. Parents want to know what exists, what works for their child, and what is actually available in Wales. Unfortunately, there is no single place where this information is explained clearly. Many organisations talk in general terms, but very few describe the real picture on the ground.

This guide brings everything together in one place.
It explains the specialist interventions used in Wales, who they suit, and how they differ. It is written for families, in plain language, and grounded in the lived experience of our peer support community.

Later, in Part 2, we explain which interventions are state provided, which exist only in the private or charity sector, and which usually require Tribunal.

For now, let us start by mapping out what is actually out there.

⭐ 1. Behaviour and communication based interventions

These interventions focus on communication, social connection, emotional regulation or behaviour that is linked to unmet need. Some are widely used in Wales. Some are rare. Some are only seen in specialist provision. The aim here is not to endorse or discourage any method, but to help parents understand what these approaches are and where they appear.

⭐ Intensive Interaction

What it is:
A relationship based approach that supports very early communication and social connection. It is often used with children who have significant learning disabilities or are in the earliest stages of communication development.

Where it is used:
Common in specialist schools and PMLD settings.
Rare in home based EOTAS unless Tribunal directs it.

Who it suits:
Children who communicate mainly through facial expression, sound, gesture or shared attention rather than spoken language.

⭐ The 5P Approach

Developed by Linda Miller, this approach focuses on understanding thinking patterns, predictability, planning and problem solving for autistic children and young people who experience rigid thinking or struggle with transitions.

Where it is used:
Occasionally recommended by educational psychologists.
Not widely commissioned, but respected by practitioners who know it.

Who it suits:
Children who become distressed or stuck when routines change or when required to think flexibly.

⭐ SCERTS

SCERTS stands for Social Communication, Emotional Regulation and Transactional Support. It is a framework often used in specialist schools and sometimes referenced in IDPs.

Where it is used:
Specialist schools and autism bases.
Rare in home tuition unless a specialist practitioner is involved.

Who it suits:
Autistic children who need structured support with communication and emotional regulation.

⭐ Positive Behaviour Support

A practical and person centred approach that focuses on understanding the reasons behind behaviour and reducing distress by addressing unmet need.

Where it is used:
Used in some specialist provisions and sometimes brought into EOTAS packages for children with complex behaviour needs.

Who it suits:
Children whose behaviour communicates discomfort, sensory overload, fear or confusion.

⭐ Picture Exchange Communication System (PECS)

A structured visual system that supports communication without spoken language.

Where it is used:
Specialist settings and sometimes EOTAS when tutors are trained.

Who it suits:
Children who benefit from visual communication.

⭐ Applied Behaviour Analysis (ABA)

ABA attempts to change behaviour through structured teaching. It focuses heavily on reinforcement and measurable behaviour change.

Important context:
The autistic adult community in Wales and across the UK campaigned strongly for ABA not to be adopted in national guidance. Concerns include masking, compliance training, potential emotional harm and the pressure to appear neurotypical rather than supporting genuine well being.

Where it is used:
Rarely funded in Wales.
Tribunal ordered only in exceptional cases with extensive expert evidence.

Who it suits:
A very small number of children.
Families seeking ABA usually access it privately.

⭐ Social communication programmes

These include social skills groups, friendship groups and communication coaching. They vary widely in quality depending on who delivers them.

Where they are used:
Some are offered by schools.
Some are included in alternative provision.
Many are run by private therapists or CICs.

Who they suit:
Children who want support with connection, communication or peer relationships.

⭐ 2. Less common or parent requested interventions

Parents often hear about approaches used in the United States or in other countries. Some of these are not part of the Welsh system, but families ask about them often, so we include them here for clarity.

⭐ DIR Floortime

A play based developmental approach that focuses on relationships and emotional growth.

Where it is used:
Very rare in Wales.
Usually only accessible privately.

⭐ Son Rise

A home based programme centred around intensive play sessions.

Where it is used:
Not commissioned by Welsh Government or Local Authorities.
Available only through private routes.

⭐ Pivotal Response Training

A behavioural method linked to ABA, used mainly in the United States.

Where it is used:
Not routinely commissioned in Wales.

⭐ Rapid Prompting Method

A controversial communication method that is not endorsed by educational bodies.

Where it is used:
Almost entirely private.

These approaches may appear in online discussion, but they are not typical components of EOTAS in Wales.
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Section 2: Therapeutic and Health Based Interventions

Not all children who need EOTAS require intensive therapy, but many do need support that goes beyond academic teaching. Wales has a mixture of NHS provided services, Local Authority commissioned services, and a large private and charity sector. This section explains what families may encounter.

⭐ 1. Occupational Therapy

Occupational therapists support children with sensory needs, coordination, functional skills, independence and access to learning.

What OT can provide

Sensory assessment
Advice on regulation strategies
Support with handwriting and fine motor development
Recommendations for equipment
Strategies for daily living
Advice for tutors or school staff

What OT usually cannot provide

Direct sensory therapy is rarely delivered by NHS Wales. Families who want weekly sensory therapy often need to seek private support unless Tribunal directs otherwise.

Where OT is available

NHS services
Specialist schools
Occasionally as part of EOTAS if it is written into the IDP
Private therapy practices

⭐ 2. Physiotherapy

Physiotherapy supports children with mobility difficulties, muscle tone issues, physical disabilities or long term health conditions.

What physiotherapy can help with

Mobility and gait
Strength and coordination
Fatigue management
Access to safe movement programmes

Where physiotherapy is accessed

NHS community physiotherapy teams
Specialist schools
Private physiotherapy clinics

Physio is not always included automatically in EOTAS packages, even when children have physical needs. It must be written clearly into the IDP.

⭐ 3. Speech and Language Therapy

Speech and Language Therapy is one of the most commonly needed interventions, but one of the most inconsistently provided.

What SaLT supports

Speech clarity
Language development
Social communication
Eating and swallowing where relevant
Augmentative and alternative communication

Where SaLT comes from

NHS speech and language services
LA commissioned SaLT in some counties
Specialist settings
Private therapists
Charity based communication support groups

Important note

Many families have had to appeal to Tribunal to secure adequate SaLT hours when NHS waiting lists are long or provision is too limited. Tribunal can direct specific hours and delivery methods.

⭐ 4. Mental health support and trauma informed approaches

Many children accessing EOTAS are experiencing anxiety, emotionally based school avoidance, trauma or long term stress.

What support may be included

Therapeutic tutoring with anxiety informed teachers
Counselling
Trauma informed youth programmes
Well being coaching
Emotional regulation work
Safe exposure and desensitisation sessions

Who delivers this

Some Local Authorities have specialist EBSA tutors
Some CICs offer trauma informed group programmes
Counselling is often accessed privately
Third sector organisations offer low cost or grant funded support

Important

CAMHS does not provide education and does not create EOTAS packages. However, a letter from CAMHS often carries significant weight in EOTAS decision making.

⭐ 5. Play therapy, art therapy and creative therapeutic approaches

Creative approaches can be powerful for children who have experienced trauma, anxiety or communication barriers.

Where these come from

Private practitioners
Charity sector
CICs
Specialist therapeutic settings
Rarely commissioned directly by Local Authorities

Why this matters

Parents often assume these therapies will be funded by the state. In reality, they usually are not unless Tribunal orders it or the child is in a very specialist placement.

Costs range from free to very expensive, depending on the provider.

⭐ 6. Acute and chronic medical needs

Children who have Long Covid, ME, chronic pain or fatigue based conditions sometimes need specialist health input to make education safe and manageable.

Support may include

Medical needs tuition
Fatigue management programmes
Micro learning sessions
Advice from consultants or specialist nurses
Home tuition with built in rest breaks

Where this support comes from

Local Authority medical needs services
NHS teams
Private fatigue specialists (not usually commissioned)

This area is still developing in Wales and many families report inconsistent practice.

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SECTION 3A — Specialist Education Models

Some children cannot access a school environment but still need meaningful education that suits their needs, stamina and learning profile. EOTAS packages in Wales vary widely depending on the child, the Local Authority and what professionals recommend. Below are the models most often used.

⭐ Online Tuition

Online tuition is one of the most common components of an EOTAS package.

It is used when

a child has severe anxiety
leaving the house is not possible
sensory overload makes in person learning unsafe
medical conditions like Long Covid or ME cause fatigue
attendance at a building is not currently realistic

What it looks like

short sessions of one to one tuition
rest breaks built into the plan
personalised pacing
focus on core subjects

Important note

Online tuition is not the same as full time online schooling.

⭐ Full Time Online School

This is extremely rare in Wales and usually appears only when:

all attempts at in person education have failed
the child thrives specifically in online learning
medical or psychological needs make any physical setting unsafe
detailed evidence is provided by multiple professionals
the Tribunal directs it

⭐ Hybrid or Blended Provision

Many EOTAS learners receive a mix of approaches, for example:

online tuition
in person tutoring at a local centre
outdoor learning
community learning programmes
life skills sessions
therapeutic tutoring

This is increasingly common because it gives flexibility and allows provision to be tailored to the child’s stamina and interests.

⭐ Outdoor Therapeutic Education

Outdoor learning programmes are growing across Wales. These services are often delivered by charities or CICs and may include:

woodland learning
bushcraft
emotionally informed outdoor mentoring
sensory exploration
small group social sessions

Outdoor provision can be transformative for children who cannot tolerate the intensity and sensory demands of indoor learning.

⭐ Community Based Learning and Life Skills

This is more common for older teens. It includes:

cooking
shopping
budgeting
travel training
work experience
volunteering

These activities can help prepare the young person for adulthood, especially when academic learning has been disrupted.

⭐ Specialist Literacy or Dyslexia Support

This includes structured literacy programmes delivered by qualified dyslexia specialists. Some Local Authorities commission this, but many families access it privately unless Tribunal directs a specific method.

⭐ Specialist Numeracy or Dyscalculia Support

Rare but available where an educational psychologist identifies a specific learning profile and recommends targeted teaching.

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⭐ SECTION 3B — Sensory Regulation and Assistive Technology Support

Many children who need EOTAS experience sensory difficulty, dysregulation or physical barriers to learning. Below are the interventions most commonly used in Wales.

⭐ Sensory Regulation Programmes

Occupational therapists sometimes design sensory diets or regulation plans. These may include:

movement breaks
deep pressure activities
calming strategies
sensory equipment
environmental adjustments

NHS Wales rarely delivers weekly sensory therapy.
Most families rely on advice rather than direct sessions, unless Tribunal directs specific provision.

⭐ Assistive Technology

Assistive technology can be life changing for learners who struggle with access, communication or stamina.

Tools may include

text to speech software
speech to text systems
screen readers
symbol based communication apps
eye gaze systems
adapted keyboards
touchscreen devices
visual supports

AbilityNet

AbilityNet is one of the best sources of information about assistive technology in the UK. They provide:

free expert advice
help identifying suitable tools
guidance on accessibility
suggestions for grant funding
support for digital inclusion

Many families in Wales have accessed equipment or software after consultations with AbilityNet.

⭐ Augmentative and Alternative Communication

AAC includes:

communication books
symbol boards
high tech devices
iPad based communication apps
eye gaze systems

Some children receive AAC support from NHS SALT teams. Others access it through specialist charities or private therapists.

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⭐ SECTION 3C — Specialist Provision for Deaf and Vision Impairment

These services are essential and often misunderstood. They are legally required for learners who need them and can be included in EOTAS packages.

⭐ Teachers of the Deaf

Teachers of the Deaf provide:

communication support
advice on hearing equipment
adaptations to learning materials
guidance for tutors
direct teaching when needed
help with British Sign Language learning

They are employed by Local Authorities as peripatetic specialists.
Provision varies by county but is available throughout Wales.

⭐ British Sign Language Support

BSL support may include:

sign bilingual resources
communication support workers
access to BSL trained tutors
support for families learning BSL

Capacity varies, and availability depends on local staffing.

⭐ Teachers of the Visually Impaired

Teachers of the Visually Impaired may provide:

braille tuition
large print or tactile materials
mobility and orientation support
specialist equipment
assistive technology advice

They work closely with EOTAS tutors to ensure the curriculum is accessible.

⭐ Mobility and Habilitation Specialists

These specialists help children with:

safe movement in the community
cane skills
spatial awareness
navigation
confidence building

Provision is usually based within Local Authority vision impairment teams, sometimes supported by NHS.

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Section 4A: The Private and Charity Sector, Parent Safeguarding, and What Does Not Exist in Wales

When families first enter the EOTAS system they often expect that the Local Authority or the NHS can provide every type of help a child might need. In reality, Wales has a mixed landscape made up of:

state funded services
Local Authority commissioned services
private therapists
registered charities
community interest companies
individual practitioners
outdoor learning organisations
online providers
small specialist centres

Some of these services are excellent.
Some are affordable.
Some are life changing.
Some are extremely expensive.
And sadly, some are poor quality or exploitative.

This section helps parents understand what is available, how to access it, and how to stay safe.

⭐ 1. The private ALN marketplace in Wales

Wales has a lively private and charity based sector of ALN provision. This includes:

play therapy
art therapy
music therapy
specialist tutoring
trauma informed outdoor education
dyslexia or dyscalculia support
equine well being
counselling
anxiety coaching
social communication groups
assistive technology advice
life skills programmes
PDA informed mentoring
behaviour and regulation support
parent coaching
sensory sessions

Some services are free because they are funded by grants.
Some offer reduced cost sessions.
Some are extremely expensive.

Parents need clear, honest information before spending money.

⭐ 2. Why parents find peer feedback essential

Families in Wales often say that asking other parents is the most reliable way to understand whether a provider:

is safe
is experienced
is genuinely child led
is good with autistic learners
has realistic claims
offers value for money
understands sensory need
can adapt to anxiety or fatigue
communicates respectfully with families

This is where the Learn Without Limits CIC Facebook group is especially valuable. Members can ask:

Has anyone used this tutor, therapist or programme?
What was your experience?

Our long standing community includes parents who have worked with dozens of services over many years. Their honest and unfiltered feedback helps families avoid costly mistakes and protects children from approaches that may not be suitable.

Sadly, a small number of private providers do view desperate parents as a cash opportunity. Peer review is one of the strongest protections families have.

⭐ 3. What Local Authorities can tell you

Every Local Authority in Wales maintains a list of approved alternative provision providers. Parents are rarely told this list exists, but you can ask for it directly.

The list may include:

therapeutic tutors
outdoor programmes
small specialist centres
registered ALN tutors
CIC based interventions
charity run wellbeing groups

This list does not cover every private service in the area, but it is a helpful starting point.

⭐ 4. Grant funding for private support

For some families, applying for a grant is far less stressful than heading to Tribunal or attempting to fight for support through the state system. Grants cannot replace statutory duties, but they can make a real difference when a child needs something that the NHS or Local Authority cannot provide.

Useful grant routes include

Turn2Us grant search tool
One of the best ways to find small or medium sized grants for therapy, equipment or specialist tuition. Many families in Wales have used Turn2Us successfully.
Family Fund
Supports disabled children with equipment and wellbeing resources.
Local Community Foundations through WCVA
Often fund small projects or urgent family needs.
AbilityNet
Provides advice on digital accessibility and can direct families to grants for assistive technology.
Charity based hardship funds
Some organisations linked to health conditions offer grants for therapy or specialist equipment.

Grant funding does not solve everything, but it can help reduce pressure and avoid debt at a time when parents are already stretched thin.

⭐ 5. Interventions that do not exist in Welsh EOTAS packages

Parents often ask about programmes they have seen online or heard about from friends in other countries. These approaches are not part of EOTAS in Wales unless funded privately:

full ABA programmes
daily sensory integration therapy
parent chosen therapy teams
Son Rise
DIR Floortime
neurofeedback
Rapid Prompting Method
intensive home based programmes
constant wraparound care
in home carers or nannies
twenty five hour per week therapy plans
daily psychology sessions

Families need clarity about this so they can set realistic expectations and make informed choices.

⭐ Section 4B: How to Judge Whether an Intervention Is Right for Your Child

Choosing a specialist intervention can feel overwhelming. Parents want to do the right thing, avoid wasting money and protect their child from approaches that might be unhelpful or unsafe.

Below are helpful questions to consider.

⭐ 1. Does this intervention meet my child where they are?

Some children need gentle, relationship led approaches.
Some need structure.
Some need sensory support.
Some need academic pace adjustments.
Some need emotional healing first.

If an intervention promises to fix everything quickly, this is usually a warning sign.

⭐ 2. What evidence supports this approach?

Families should look for:

practitioner qualifications
safeguarding policies
realistic claims
understanding of autistic communication
respect for neurodiversity
non coercive practice
alignment with your child’s needs

⭐ 3. What do other parents say?

This is where our LWL Facebook group comes into its own. Parents who have used a service will tell you:

what worked
what did not work
what the provider is really like with anxious children
whether the cost reflects the value
whether the service feels safe

Peer knowledge is powerful. You can connect with our peer support network here:- https://www.facebook.com/groups/learnwithoutlimitscic

⭐ 4. Can this be funded without causing stress or debt?

If the intervention is private, consider:

is there a grant that could help
is the cost sustainable
is this a short term boost or a long term plan

Sometimes a small number of private sessions can make a big difference. Sometimes state support is still necessary.

⭐ 5. Is this the right time?

If a child is burnt out, traumatised or exhausted, they may need rest and gentle support before beginning any structured intervention.

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📚 **EOTAS in Wales – Full Blog Series**

Part 1 – Introduction to EOTAS

https://learnwithoutlimitscic.blogspot.com/2025/12/eotas-in-wales-part-1.html

Part 2 – How EOTAS Decisions Are Made

https://learnwithoutlimitscic.blogspot.com/2025/12/eotas-in-wales-part-2.html

Part 3 – What EOTAS Provision Looks Like

https://learnwithoutlimitscic.blogspot.com/2025/12/eotas-in-wales-part-3.html

Part 4 – Specialist Interventions Under EOTAS

https://learnwithoutlimitscic.blogspot.com/2025/12/specialist-interventions-under-eotas-in.html

Part 5 – Multi-Agency Working & Provider Support

https://learnwithoutlimitscic.blogspot.com/2025/12/specialist-interventions-under-eotas-in_01577358569.html