ABSTRACT

This chapter gives guidance on neurodiversity and the behavioural needs of individual pupils. It outlines what underlies this behaviour that can cause behavioural challenges for teaching assistants (TAs) and learning support assistants (LSAs) and what strategies can support the needs and challenges of the pupils that support staff may work with. There is a discussion around developing supportive relationships with pupils and a focus on the boundaries involved with this.

Behavioural models for support and discussion around school behavioural policies and the needs of neurodivergent pupils and the conflicts that this holds are looked at.

There are segments on communication such as a breakdown of communication with pupils, processing and language difficulties and different types of communication in school such as written, verbal and visual.