Define a situation rather than labelling a child
Replace “does not cooperate” with a description: “When the class moves from lunch to writing, J. remains by the lunch area and becomes upset when hurried.” This allows adults to ask whether the difficulty involves transition, understanding, fatigue, sensory load or something else.
Ask the child what would help, using their preferred communication method. If they cannot explain verbally, consider their gestures, choices and consistent responses without pretending those observations prove an internal state. Record a strength or interest too: a support plan should describe the whole learner, not only the problem adults want to remove.
Choose an adjustment that matches the barrier
If spoken instructions are difficult to retain, a visible sequence may help. If the room is overwhelming, a quieter place or an agreed break may be worth discussing. If a transition is unpredictable, advance information and a consistent cue may make it easier. These are examples, not a universal package.
Make the adult responsibility explicit. “Will behave during assembly” gives the child a demand but gives adults no action. “Teacher offers the agreed quieter seating option and checks whether it helps” describes something that can actually be implemented and reviewed.
Swipe or scroll the table to read all columns.
| Concern | Possible adjustment to discuss | What to observe |
|---|---|---|
| Loses track of instructions | One step at a time plus a visible reminder | Can the child start with fewer repetitions? |
| Distress during transitions | Preview the next activity and use an agreed cue | Does the transition require less distress or recovery? |
| Difficulty asking for a break | Agree a spoken, picture or gesture-based request | Can the child access the break when needed? |
| Overload in a busy area | Discuss a quieter option without social exclusion | Can the child participate more comfortably? |
Write a goal that is meaningful and achievable
Choose a goal related to access or participation, such as beginning a task with the agreed support, communicating a need or joining a preferred group activity. Avoid making harmless movement, forced eye contact or appearing indistinguishable from peers the goal.
A goal can be specific without becoming a rigid performance target. For example, the team might observe whether the child uses a break request and can return when ready. If using the request leads to punishment or refusal, the communication system will not be trustworthy. Discuss what adults will do when the child is overwhelmed before that situation happens.
Review and share information proportionately
Agree who will communicate, how often and which details are useful. A short factual update may be enough; families and teachers do not need to produce lengthy daily reports. Obtain appropriate consent before sharing medical or assessment information, and avoid circulating sensitive reports in group chats.
At review, ask whether the adjustment was actually available and used before concluding that it failed. Look for benefit, burden and unintended effects. A strategy that increases distress should be reconsidered. If concerns persist, the team can discuss further assessment or professional input. A diagnosis may help explain needs, but families can begin a practical conversation with school while assessment is ongoing.