ABSTRACT

This chapter covers consideration of the school environment for different needs. The classroom space is examined to develop understanding for teaching assistants (TAs)/learning support assistants (LSAs) on table layouts, access to resources, use of displays and seating arrangements for individual pupils. It also includes the challenges for pupils outside the classroom at social times, how pupils may be supported during these times by TAs/LSAs and how shared spaces can be organised and used as these are spaces commonly used by TAs/LSAs when working with neurodivergent pupils. Further examination of sensory issues both inside the classroom and around the school building and communal areas and how TAs/LSAs can support neurodivergent pupils with this are also addressed. There is the acknowledgement of the constraints that may be in place by the school or teacher, which may restrict what TAs/LSAs would like to try out for themselves.