Treating them equally

Awareness of what there condition may make them feel

Being consulted in decisions

Be able to ask for help.

Being treated 'equally'.

Teachers knowing how to support and supports being put in place in advance.

Asking what helps them

Don’t ignore.

Respect and listen to them.

Everyone highlighted the importance of listening to what they need

Knowing the child as an individual

Pupil voice

Celebrate differences

Raise awareness

Not being ignored.

Getting to know individuals on a personal level to see what works best for them.

Having the same opportunities as everyone else.

Don't presumed we can't do something.

They want the teachers to listen to what the pupils want, sometimes they need space.

Building trusting a relationship.

Strength based teaching and learning following children’s own motivations and interests.

Visual timetable

Not being excluded or treated differently to others.

Now and next boards

Macaton

Makaton

Have quiet areas

Sensory room

Privacy boards.

Flexible seating.

Relationships with staff and peers; promoted to be positive and authentic.

Sense of belonging and being welcomed and included.

Predictable and familiar routine to the day

Task boards

Individual Resources accessible

Passports, well-being plans

Board maker cards

Use of timers

Social stories

Preparing the children for change

Keeping the way you start the day the same (wellbeing check ins, routines etc)

Talking about the day/timetable

Consistency (routines and expectations)

Raise awareness amongst peers - aware of strategies

Support system (e.g buddies)

Experiences focused on own interests.

Responsive to changes of interest.

Just to be understood.

Visually sharing routine, refer back to.

Discussing upcoming events, sharing visuals, talking about new routines/ people they may encounter.

Home visits

Transitions

Individual time tables

Bucket time

Macaton

Building relationships

Parental engagements

Working with external agencies

The specific room for an individual need would be very person specific

Looking at interests, bringing that to life through provocations.

Encourage friendships

Positive rewards, I.e. stickers

Set achievable targets

Working within groups of different sizes and different people.

Take time to allow pupils to get to know each other better

Showing respect

Showing respect

Knowing where to retrieve and put resources/materials/equipment.

Less stimulating environment, still colourful - more muted. Softer lighting.

Motivate them

Clear expectations.

Pitching at the correct level.

Engaging variety of activities (child-led, teacher-led and teacher initiated)

Good understanding of instructions

Participative and collaborative approaches

Days assigned to certain regular/predictable activities

Use of technology to engage

Allow children to be physical if require movement

-Involving them and asking pupils how they learn best.

-Learning from others.

Responsible for all aspects of their upbringing.

Someone to trust.

Education