Neurodiversity is a word used to explain the unique ways people's brains work. While everyone's brain develops similarly, no two brains function just alike. Being neurodivergent means having a brain that works differently from the average or 'neurotypical' person.'
Respecting each child as an individual
Interactions are named and specific
At least 5 positive comments to every negative
Narrate the positive – Praise in Public/Reprimand in Private (PIP & RIP)
Pupils are encouraged to and shown how to seek support or clarification
Agreed system in place to show something has been understood
De-escalation before challenge (connection before correction)
Role modelling and positive framing
Know each child as an individual and refer to their strengths, aspirations or things that are important to them
Ensure you are fair and consistent
Instructions broken down into smaller chunks with verbal and visual clues to support – clear and explicit
Instructions given in the order they are to be done
Check understanding by asking pupils to repeat what they have to do
Clear expectations and examples of ‘what a good one looks like’
Clear use of teacher voice – communicate in a calm clear manner
Talking buddies/collaborative learning used to encourage responses
Planning collaboratively/shared to maximise learning and all adults know the lesson focus
Key vocabulary shared with parents/carers
Plan opportunities to pre-teach key vocabulary prior to the lesson
Visual timetable is clear and accurate used and referred to regularly
Consistent visuals to support and establish learning routines
Classroom labelled with text and picture symbols, tidy and well organised
Ensure tools and equipment are easily accessible and use of modelled
Use of working wall where appropriate
Have only the information for that lesson on the board
Consider furniture, groupings and seating within the classroom – can everyone see/hear?
Designated areas – help, reflection, calm down regulation station, quiet zone
Ensure independence and access for all
Seating should allow pupil to rest both feet flat on the floor – check chair heights
Desk should be at elbow height
Have a quiet working time daily
All children are planned for and adaptations made by the teacher
Make clear and specific links to prior learning
Check understanding and knowledge in a variety of ways - review key learning points during and at the end of the lesson
Make use of different seating and grouping arrangements for different activities
Provide scaffolding - visual, written, verbal eg writing frames, word mats, prompt cards, ‘5 things to do if you are stuck’, 3 before me
Listening and activities are broken up with movement breaks/kinaesthetic activity - power up corner,multi sensory resources
TAs are planned for and used effectively – focus on learning rather than task completion
Modelling what is expected
Consider additional methods of recording eg mind maps, pictures, audio, ICT
Use interactive strategies eg cards, number fans, whiteboards – to hold up answers
Lessons clearly structured with learning objectives presented both orally and visually