"They're fine now"

We hear it all the time. They're doing so well now. They're fine now. And then the support is taken away because "they don't need it anymore". 

I get it, kind of... the child is doing well, and you think they should progress to the next level or be able to do a task with more independence. But the supports we are providing aren't scaffolds; they are access tools.

Let's say you go to the optician, they test your eyesight, and say you need glasses. You start using glasses, and it takes a bit of time to get used to them; some days, you wish you could just wear sunglasses. But you find your vision has improved significantly: you can read the board at the train station, check your phone without holding it up to your face, and enjoy reading again.

What would you say if, when you went back to the opticians and told them the glasses were working, they took them away because you'd improved? 

We shouldn't pathologise neurodivergent behaviour because we don't want to accommodate it. 

Lets look at some examples in the classroom...

Movement breaks
Movement breaks are often the first thing to go when improvements are seen. But we are forgetting the reason the movement break is helping the pupil: it prevents mental fatigue, eases restlessness, and improves mood and wellbeing, which can all lead to better overall learning outcomes. 

Why do they get removed?
Movement breaks take time and staff. They can be difficult to facilitate if multiple members of a class need movement breaks at different times throughout the day. 

What is the impact of removal? 
Pupils are likely to quickly revert to the behaviours that prompted the implementation of movement breaks. These might be small, like stamping their feet, taking apart pens or ripping up paper, to behaviours that could harm themselves or others, like throwing chairs or trying to leave the classroom. 

Visual timetables
Visual timetables or objects of reference are used to help pupils understand what is happening in their day, and explain to them what is happening next. They also give the pupil a chance to request or decline an activity. They are incredibly helpful in supporting transitions and can be a first step in building a robust communication method.

Why do they get removed?
In the early years of school, visual timetables are often used to support all pupils in a class, with some pupils also having individual timetables. Visual timetables need to be used at every transition to be effective, so when there is one for the classroom, it's not uncommon for staff to stop using individual timetables to reduce their workload. Additionally, as pupils progress through school, the classroom visual timetables start to disappear or get replaced with word-only versions.

What is the impact of removal?
The reason visual timetables work is that they allow quick understanding. Individual timetables can also serve as a form of communication, and removing them deprives them of some of that access. When we stop telling the pupil what is happening, we are asking for them to become dysregulated. Whether it's because they are waiting for a specific activity or they don't understand what is expected of them.

AAC
Augmentative and Alternative Communication (AAC) encompasses all methods of communicating other than speaking. It ranges from unaided communication such as sign language and body language to low-tech methods such as printed communication boards or E-tran frames, and finally to high-tech methods including electronic devices and tablets with specialised communication apps. 

Why do they get removed?
Speech. Unfortunately, the use of AAC is often misrepresented as a stepping stone to speech. So when a pupil starts using speech more reliably, the response from supporting adults (especially parents) is to push for speech as the primary communication method. And I get it, it is exciting for a child to start developing speech. 

What is the impact of removal?
AAC can support speech development by reducing the pressure on the brain to both formulate language and produce motor sounds simultaneously. AAC often creates a model of language using colours that link to the semantics of a sentence. If a pupil loses access to this method, they may struggle to communicate at all when they lack the energy to handle the increased cognitive load of speech. Furthermore, they may not have the speech for everything they want to say. 

What now?

Before removing a support, consider the impact it might have. One of the best ways to do this is to consider the reason for implementation and whether that reason would persist if the support were removed. 

Looking for more advice?

We offer consultancy for schools and families both in person and online. If you are interested send us an email! 

We hope that you've found this blog helpful. We hope to continue providing information in this format, so if there is a topic you want us to talk about make sure to let us know!

Email us: info@discoverinclusion.co.uk
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