Teach Secondary Issue 14.8

Make the connection Joe Fautley highlights some of the common assumptions and misconceptions teachers can have when it comes to communicating with neurodivergent students I n this article, I’ll be providing you with advice and tips on how to make your communication in the classroommore accessible and inclusive, so that you can engage effectively with children and young people who have SEND – including those who are autistic or neurodivergent. I’ll also give some specific guidance around autistic burnout, alongside reliable strategies for supporting and communicating with autistic and neurodivergent learners who might be experiencing burnout themselves. The best ways of working Accessible and inclusive communication is essential for ensuring that children and young people and others with SEND can fully participate in educational activities. The need to ensure that the voices of all children and young can be heard is a legal obligation for schools, and therefore a requirement that must be taken seriously. Even putting that aside, however, extensive use of accessible and inclusive communication will help to create a more generally positive and supportive environment, in which everyone will feel more comfortable with sharing their views. That said, inclusion tends to be an ongoing process. Children’s communication needs can and do change over time, so it’s important to be flexible and adapt accordingly. Communication is, of course, a two-way process in which everyone involved has some responsibility for communicating with each other as accessibly and inclusively – and therefore successfully – as they can. That’s why it helps to be clear, early on, as to everyone’s communication needs and preferences, which means holding open discussions about everyone’s best ways of working. Never make assumption about the ways in which people communicate, or the language they prefer to use, and be aware that everyone communicates differently. Some people might provide lots of information; others may give much less. It’s essential to have at least some awareness of the different communication methods that are available. For children with SEND, these may include Makaton, British Sign Language, TalkingMats or Picture Exchange Communication System (PECS), as well as other technological resources. In practice, these communicationmethods may take more time to use than conventional speech, so remember to take that into account. Ensure that everyone feels able and confident in participating, and that no one’s excluded simply because they communicate in one or more different ways. Jargon alarms Never forget the importance of non-verbal communication, such as body language and facial expressions. For some young people, this may be their primary form of communication. Make sure that they’re supported by someone in school who knows themwell, but also be sure to enquire if the child or young person has a pupil passport or similar, to help explain their communication needs. Even articulate young people can find it hard to describe exactly what their needs are, because of pressure to respond, confusion or embarrassment. If they seem especially hesitant or withdrawn, find other ways of explaining an issue, or giving them the opportunity to express their thoughts. Naturally, you should think carefully about the language you use, and how appropriate it might (or might not) be for any given situation. A good general guide is to keep your use of language clear and simple, while avoiding jargon as much as possible. Any specialist terminology that’s core to your subject curriculum, and thus unavoidable in lessons, should always be fully explained when students first encounter it. Check everyone’s understanding, and then reword, or use an alternative form of communication (one utilising visuals, for example) and/or sound, “Children’s communication needs cananddo change over time, so it’s important tobeflexible” 72 teachwire.net/secondary