ABSTRACT
Staff naturally makes adjustments for pupils who are deaf or blind or who cannot walk, but can unwittingly expect pupils on the autism spectrum to manage in the classroom and at break and lunchtimes without any adjustment or support. Teachers are responsible and accountable for the progress and development of the pupils in their class, even where pupils access support from teaching assistants or specialist staff. The class or subject teacher should remain responsible for working with the child on a daily basis. Where the interventions involve group or one-to-one teaching away from the main class or subject teacher, they should still retain responsibility for the pupil, working with any teaching assistants or specialist staff involved, to plan and assess the impact of interventions. The Special Educational Needs Co-ordinator (SENCO) should support the class or subject teacher in the further assessment of the Child's particular strengths and weaknesses, in problem solving and advising on the effective implementation of the support.
