This is general information for classrooms. It is not a behaviour plan, an assessment, or legal advice. Schools follow their own policies and the laws where they operate. The pupil, and their family, know things a website cannot know.

This is general information for classrooms. It is not a behaviour plan or legal advice. Schools must follow their own rules and the law. The pupil and their family know things a website does not.

Make the lesson easier to enter

Make the lesson easier to start

• Show the plan for the session, and say what “finished” looks like.
• Show the plan. Say what finished looks like.
• Give instructions in a short line, then check they landed. Write or picture the same line if that helps.
• Use a short instruction. Check it was understood. Write it down if that helps.
• Offer a quieter place or a headphone agreement that does not single the pupil out as a problem.
• Offer a quiet place or headphones without making the pupil feel like a problem.
• Agree a simple way to ask for a break before the moment it is needed.
• Agree how the pupil asks for a break, before they need one.

Visual supports often help the whole class, not only one pupil. A change that works can stay small. If a strategy is not working after a fair trial, stop and ask again rather than adding three more at once.

A visual support can help the whole class. Try one change. If it does not help, stop and ask again.

Short courses for classrooms are in the Academy. The guides on communication and sensory comfort are still the best place to start.

Short classroom courses are in the Academy. Start with the guides on communication and sensory comfort.