About this role
has a strong understanding of autism and early developmental learning profiles can apply structured teaching and autism-informed approaches such as Attention Autism, TEACCH principles and co-regulation strategies translates specialist understanding into calm, consistent and highly effective classroom practice is confident working in environments where progress is gradual, individualised and carefully interpreted brings reflective, precise and consistent practice to complex learning needs can model and develop high-quality practice in others understands that regulation, trust and engagement are the foundations of learning remains calm and grounded when supporting pupils through dysregulation brings resilience, emotional intelligence and a genuine commitment to connection