Every classroom is a tapestry of diverse needs. Some students may have EHCPs or IEPs, while others may not have formal diagnoses but still require tailored support. Each child is unique, and understanding what works best for your students is key to their success. Read their plans and see how they’re best supported. As a reminder, definitions for key acronyms are at the end of this post! *
Visuals
Visuals are indispensable in the classroom. Whether your school uses platforms like Widgit or Twinkl, visuals should be simple, clear, and purposeful. They can help:
- To remind children about behaviour/ expectations
- To support vocabulary development
- To provide cues on routine and transitions
Visual aids like timetables, labels, or pictorial instructions help create structure, reduce anxiety, and empower students to be more independent.
Movement Breaks
Long lesson inputs can challenge attention spans, particularly for students with neurodiverse needs such as ASD or ADHD, resulting in children losing focus and an increase in low-level disruption. Activities might include handing out books, sitting on a wobble cushion, or short physical exercises. You can also embed movement in learning: Dancing, stretching, or exercising can engage students while fulfilling their sensory needs. Look at BBC’s Super Movers for dance and exercise videos which can be used in the classroom – https://www.bbc.co.uk/teach/supermovers
Sensory Time
Sensory tools and spaces can help students regulate emotions and energy levels. While not all schools have sensory rooms, many provide access to sensory equipment like:
- Fidget toys
- Lighting and sound devices
- Bubbles or tactile objects
These tools can be calming but may also distract other students if not managed carefully. Set clear expectations about their use or incorporate them as rewards for focused work.
Structure and Routine
A predictable environment helps students to feel confident and secure in your classroom. Having a visual timetable at the front of the classroom prepares students for what’s to come and they can begin to have a predictable routine. Although things do inevitably change, PE hall slots get mixed up, assemblies get cancelled – explain these changes to your students and why they’ve happened.
The same goes for how you respond to the children. Follow the school’s behaviour policy, ensuring children know what to expect in terms of rewards and consequences. Setting out your expectations should be done clearly and regularly. This will give students the confidence in knowing that you’ll remain consistent rather than dealing with uncertainty.
Communication
Clear communication is key, that’s well known, and it underpins all these support strategies. Language should be straight forward and unambiguous. To go further in supporting your SEN students, you need to communicate effectively with multiple agencies e.g. parents, SENCO, Education psychologist, speech and language therapist, doctor. Strong communication fosters a unified and consistent approach to meeting a child’s needs, both at home and at school. Without having that relationship and communication, you could be missing out on information which can affect a student’s day and school life e.g. their sleep pattern, eating habits.
Supporting students with SEN is about understanding their needs, using available tools, and fostering a supportive environment. For personalised guidance, don’t hesitate to reach out to your SENCO or colleagues.
*Acronyms
SEN/SEND – Special Educational Needs and Disabilities
This describes a child or who has a learning difficulty or disability which can make different things more difficult for them e.g. learning, behaviour, physical ability or socialising. These children may be entitled to an EHCP or IEP.
EHCP – Education Health Care Plan
A document that identifies the educational, health and social needs of an individual and how best to support them.
IEP – Individualised Education Plan
A document which sets goals for students and best ways to support them.
ASD – Autistic Spectrum Disorder
A neurodevelopment disorder which affects how people learn, communicate and interact with others.
ADHD – Attention Deficit Hyperactivity Disorder
A neurodevelopment disorder that affects behaviour, usually characterised by difficulty paying attention, becoming hyper focussed, acting impulsively.
