My 'Neurodivergent Supports In Schools' Working Group has lent their insights and lived experience toward our work making education easier for neurodivergent students, their parents and their teachers.
Members of the Working Group have developed this checklist of all the great things a school can do to ensure supported learning for all students.
Have a look and ask: how many of these can your school tick?
• Can we recognise what IS working and learn from it?
• What practical ideas are making a real difference for students, families and teachers at your school?
• And where are there opportunities to do better?
You can use this checklist as a guide and let me know by contacting my office.
|
School Culture & Mindset |
|
|
Practice / Indicator |
☑️ |
|
Students are educated on neurodiversity and inclusion. Wellbeing is prioritised as central to learning Culture of radical acceptance across the whole school |
☐ ☐ ☐ |
|
Staff reflect first on their own practice when difficulties occur |
☐ |
|
Behaviour is understood as communication, not defiance |
☐ |
|
Culture of curiosity where staff continue learning and adapting Awareness days are celebrated each year |
☐ ☐ |
|
Inclusion in Practice |
|
|
Practice / Indicator |
☑️ |
|
Inclusion is active with students fully part of the class, not separated |
☐ |
|
Inclusion is not reserved only for neurodivergent students |
☐ |
|
Supports are accessible to all to avoid students being othered |
☐ |
|
Students are not removed or isolated as a default response |
☐ |
|
Inclusion is proactive and embedded in everyday practice |
☐ |
|
Accommodations are provided for access, not seen as unfair School has an anti-discrimination contact officer for disability |
☐ |
|
Learning & Environment |
|
|
Practice / Indicator |
☑️ |
|
Predictable structure across the day, week and term |
☐ |
|
Visual supports are used consistently across the school |
☐ |
|
Special interest groups at recess and lunch build confidence and connection |
☐ |
|
Students are supported to develop strengths and interests |
☐ |
|
Flexible classroom setups and access to additional spaces when needed Success is made achieveable for all as well as leadership roles Awards tailored so all can achieve IEP/ ILPs understood and what support is required
|
☐
☐ ☐ |
|
Student Community & Peer Behaviour |
|
|
Practice / Indicator |
☑️ |
|
Students are respectful, inclusive and supported to understand differences |
☐ |
|
Buddy systems ensure students are not isolated or left alone. Not just kindy students, goes across all years |
☐ |
|
Peer inclusion is actively encouraged and modelled |
☐ |
|
School actively prevents exclusion and social isolation |
☐ |
|
Students are supported to build friendships and connection |
☐ |
|
Response to Behaviour |
|
|
Practice / Indicator |
☑️ |
|
School reflects on its response, not just the student behaviour |
☐ |
|
Focus is on understanding cause and adjusting support |
☐ |
|
Suspension and exclusion are not used as default solutions |
☐ |
|
Continuous improvement approach is applied to behaviour support Punitive responses are avoided to reduce escalation
|
☐ |
|
Safety & Bullying |
|
|
Practice / Indicator |
☑️ |
|
Safety is prioritised for all students including the most vulnerable |
☐ |
|
Bullying, assault and discrimination are recognised and proactively addressed |
☐ |
|
Invisible and relational bullying is taken seriously |
☐ |
|
Schools act even when behaviour is not directly observed |
☐ |
|
Serious incidents are not minimised as ‘peer conflict’ |
☐ |
|
Proactive safeguarding of students who cannot easily report issues |
☐ |
|
Family & Community Engagement |
|
|
Practice / Indicator |
☑️ |
|
Communication with parents is regular, respectful and open |
☐ |
|
Parent advocacy is welcomed and not restricted |
☐ |
|
Support is not difficult or a battle to access |
☐ |
|
Parent community is supportive and inclusive
|
☐ |
|
Leadership & Systems |
|
|
Practice / Indicator |
☑️ |
|
Principal understands and proactively supports inclusion |
☐ |
|
School has a clear inclusion statement |
☐ |
|
Continuous improvement mindset drives change |
☐ |
|
Support is solution focused rather than reactive |
☐ |
|
Transitions to specialist settings are supported when needed |
☐
|
|
Staffing & Representation |
|
|
Practice / Indicator |
☑️ |
|
Neurodivergent staff are employed and supported |
☐ |
|
Inclusive practices are modelled by all staff |
☐ |
|
SLSOs are skilled, supported and available |
☐ |
|
All staff contribute to inclusive practice Fundraising occurs for more support staff and/ or resources |
☐ |