{"id":15054,"date":"2025-06-19T06:36:42","date_gmt":"2025-06-19T05:36:42","guid":{"rendered":"https:\/\/www.pdasociety.org.uk\/?page_id=15054"},"modified":"2026-04-19T14:55:07","modified_gmt":"2026-04-19T13:55:07","slug":"education-personal-practice","status":"publish","type":"page","link":"https:\/\/www.pdasociety.org.uk\/pda2025staging\/research-professional-practice\/education-professional-practice\/education-personal-practice\/","title":{"rendered":"Education Personal Practice"},"content":{"rendered":"\n[et_pb_section fb_built=&#8221;1&#8243; module_id=&#8221;education-specific-approaches-personal-practice&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; background_color=&#8221;gcid-d4d84b5e-d061-48e7-894c-a52b4e3d47de&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{%22gcid-d4d84b5e-d061-48e7-894c-a52b4e3d47de%22:%91%22background_color%22%93}&#8221;][et_pb_row column_structure=&#8221;3_5,2_5&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;0px||0px||false|false&#8221; custom_padding=&#8221;0px||24px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;3_5&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_heading title=&#8221;Education specific approaches \u2013 personal practice&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; title_text_align=&#8221;left&#8221; custom_margin=&#8221;0px|0px|0px|0px|false|false&#8221; custom_padding=&#8221;0px|0px|16px|0px|false|false&#8221; hover_enabled=&#8221;0&#8243; title_text_align_tablet=&#8221;left&#8221; title_text_align_phone=&#8221;left&#8221; title_text_align_last_edited=&#8221;on|desktop&#8221; global_colors_info=&#8221;{}&#8221; sticky_enabled=&#8221;0&#8243;][\/et_pb_heading][et_pb_text _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;0px|0px|0px|0px|false|false&#8221; custom_padding=&#8221;0px|0px|16px|0px|false|false&#8221; custom_padding_tablet=&#8221;32px|0px||0px|false|false&#8221; custom_padding_phone=&#8221;0px||0px||false|false&#8221; custom_padding_last_edited=&#8221;on|phone&#8221; text_orientation_tablet=&#8221;&#8221; text_orientation_phone=&#8221;left&#8221; text_orientation_last_edited=&#8221;on|phone&#8221; global_colors_info=&#8221;{}&#8221;]<p>Supporting a PDA learner as an individual educator can feel daunting at first &#8211; particularly if their needs challenge traditional teaching approaches. But the most important starting point isn\u2019t a toolkit of strategies &#8211; it\u2019s a shift in mindset. When you see demand avoidance not as opposition but as a signal of distress or anxiety, everything changes.<\/p>[\/et_pb_text][\/et_pb_column][et_pb_column type=&#8221;2_5&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_image src=&#8221;https:\/\/www.pdasociety.org.uk\/pda2025staging\/wp-content\/uploads\/2025\/05\/4-12.-26.png&#8221; title_text=&#8221;4, 12. 26&#8243; align=&#8221;center&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; width=&#8221;60%&#8221; border_radii=&#8221;on|24px|24px|24px|24px&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_heading title=&#8221;Building trust before learning&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; title_level=&#8221;h3&#8243; title_text_align=&#8221;left&#8221; custom_margin=&#8221;0px|0px|0px|0px|false|false&#8221; custom_padding=&#8221;0px|0px|16px|0px|false|false&#8221; title_text_align_tablet=&#8221;left&#8221; title_text_align_phone=&#8221;left&#8221; title_text_align_last_edited=&#8221;on|desktop&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_heading][et_pb_text _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;0px|0px|0px|0px|false|false&#8221; custom_padding=&#8221;0px|0px|16px|0px|false|false&#8221; custom_padding_tablet=&#8221;32px|0px||0px|false|false&#8221; custom_padding_phone=&#8221;0px||16px||false|false&#8221; custom_padding_last_edited=&#8221;on|phone&#8221; text_orientation_tablet=&#8221;&#8221; text_orientation_phone=&#8221;left&#8221; text_orientation_last_edited=&#8221;on|phone&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;]Trust isn\u2019t automatic, especially for PDA students who may have had negative experiences in previous settings. For many, learning simply isn\u2019t possible until they feel emotionally safe and have \u2018trusted staff\u2019 available who can listen and help.  That means putting connection before content \u2013 collaborate by spending time getting to know the student as a person, not just as a learner. Ask what helps and what doesn\u2019t. Explore their interests. Respect how they describe themselves, and don\u2019t push for disclosure if they\u2019re not ready.  Self-advocacy isn\u2019t always possible so ask family members to support and advise where appropriate too.\n\nWorking together with students and families doesn\u2019t always come naturally \u2013 especially when there\u2019s a lot of stress and uncertainty. But partnership is the key to success. As Dr Ross Greene, who developed the Collaborative &#038; Proactive Solutions approach, says:\n\n\u201cKids do well if they can. If they can\u2019t, we adults need to figure out what\u2019s getting in their way, so we can help.\u201d\n\nThis simple idea helps us move away from blame and towards curiosity \u2013 asking what\u2019s behind the behaviour, and how we can reduce the demands or triggers that are getting in the way. Dr Greene\u2019s work is full of practical tools and gentle reminders that collaboration is a skill \u2013 one that takes practice.\n\nSometimes relationships don\u2019t click right away \u2013 and that\u2019s okay. If a student doesn\u2019t respond well to one adult, try offering other options for support. Having more than one trusted adult can also help when staff are absent or simply need a break.[\/et_pb_text][et_pb_heading title=&#8221;Making your classroom and learning areas a safe sensory space&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; title_level=&#8221;h3&#8243; title_text_align=&#8221;left&#8221; custom_margin=&#8221;0px|0px|0px|0px|false|false&#8221; custom_padding=&#8221;0px|0px|16px|0px|false|false&#8221; title_text_align_tablet=&#8221;left&#8221; title_text_align_phone=&#8221;left&#8221; title_text_align_last_edited=&#8221;on|desktop&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_heading][et_pb_text _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;0px|0px|0px|0px|false|false&#8221; custom_padding=&#8221;0px|0px|16px|0px|false|false&#8221; custom_padding_tablet=&#8221;32px|0px||0px|false|false&#8221; custom_padding_phone=&#8221;0px||16px||false|false&#8221; custom_padding_last_edited=&#8221;on|phone&#8221; text_orientation_tablet=&#8221;&#8221; text_orientation_phone=&#8221;left&#8221; text_orientation_last_edited=&#8221;on|phone&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;]For many PDA learners, the sensory environment plays a huge part in how safe or overwhelmed they feel. Spaces that feel noisy, unpredictable or over-stimulating can increase anxiety and make it harder to focus, stay regulated or even remain in the learning area. Supporting sensory needs isn\u2019t just about specialist equipment \u2013 it\u2019s about giving students autonomy, reducing demands, and creating a culture that listens and adapts.\n\nThese ideas can help make your learning areas feel more comfortable and reduce the chances of a student reaching crisis point.[\/et_pb_text][et_pb_text _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; background_color=&#8221;RGBA(255,255,255,0)&#8221; height=&#8221;100%&#8221; custom_padding=&#8221;0px|0px|0px|0px|false|false&#8221; custom_css_free_form=&#8221;selector ul li strong {|| font-weight: 900;||}||selector ul li {|| font-weight: 400 !important;|| position: relative;|| padding-left: 37px;|| margin-bottom: 15px;||}||||selector ul {|| list-style-type: none;|| padding: 0 !important;||}||selector ul li::before{|| content: %22%22;|| position: absolute;|| width: 24px;|| height: 24px;|| background-image: url(%22data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMjAiIGhlaWdodD0iMjAiIHZpZXdCb3g9IjAgMCAyMCAyMCIgZmlsbD0ibm9uZSIgeG1sbnM9Imh0dHA6Ly93d3cudzMub3JnLzIwMDAvc3ZnIj4KPHBhdGggZD0iTTguNiAxNC42TDE1LjY1IDcuNTVMMTQuMjUgNi4xNUw4LjYgMTEuOEw1Ljc1IDguOTVMNC4zNSAxMC4zNUw4LjYgMTQuNlpNMTAgMjBDOC42MTY2NyAyMCA3LjMxNjY3IDE5LjczNzUgNi4xIDE5LjIxMjVDNC44ODMzMyAxOC42ODc1IDMuODI1IDE3Ljk3NSAyLjkyNSAxNy4wNzVDMi4wMjUgMTYuMTc1IDEuMzEyNSAxNS4xMTY3IDAuNzg3NSAxMy45QzAuMjYyNSAxMi42ODMzIDAgMTEuMzgzMyAwIDEwQzAgOC42MTY2NyAwLjI2MjUgNy4zMTY2NyAwLjc4NzUgNi4xQzEuMzEyNSA0Ljg4MzMzIDIuMDI1IDMuODI1IDIuOTI1IDIuOTI1QzMuODI1IDIuMDI1IDQuODgzMzMgMS4zMTI1IDYuMSAwLjc4NzVDNy4zMTY2NyAwLjI2MjUgOC42MTY2NyAwIDEwIDBDMTEuMzgzMyAwIDEyLjY4MzMgMC4yNjI1IDEzLjkgMC43ODc1QzE1LjExNjcgMS4zMTI1IDE2LjE3NSAyLjAyNSAxNy4wNzUgMi45MjVDMTcuOTc1IDMuODI1IDE4LjY4NzUgNC44ODMzMyAxOS4yMTI1IDYuMUMxOS43Mzc1IDcuMzE2NjcgMjAgOC42MTY2NyAyMCAxMEMyMCAxMS4zODMzIDE5LjczNzUgMTIuNjgzMyAxOS4yMTI1IDEzLjlDMTguNjg3NSAxNS4xMTY3IDE3Ljk3NSAxNi4xNzUgMTcuMDc1IDE3LjA3NUMxNi4xNzUgMTcuOTc1IDE1LjExNjcgMTguNjg3NSAxMy45IDE5LjIxMjVDMTIuNjgzMyAxOS43Mzc1IDExLjM4MzMgMjAgMTAgMjBaIiBmaWxsPSIjMUMxQjFGIi8+Cjwvc3ZnPgo=%22);|| background-size: contain;|| background-repeat: no-repeat;|| top: 4px;|| left: 0;||}||&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;]<ul>\n\t<li>Create low-demand safe spaces. If possible, make sure there\u2019s somewhere nearby where a student can go to decompress, or let off steam. The space needs to be genuinely optional, not scheduled into a timetable, and offered with sensitivity and choice having been agreed together beforehand.<\/li>\n\t<li>Offer discreet ways to ask for help. Some students may find it hard or impossible to use an exit pass or raise their hand. Agree in advance on subtle signals or support options that work for them and don\u2019t draw attention from others. For example having a 4-colour multi-pen on the desk pushing down red for help or green for I\u2019m ok.<\/li>\n\t<li>Be flexible with routines. Think about which routines are essential and which could be adapted. For example, is lining up really needed? Can assemblies be optional or attended from the side of the room? Could work be finished in a quieter space or at a different time? Could lectures be recorded and watched later?<\/li>\n\t<li>Use sensory supports with care. Not every tool works for every student. Try things out together and be open to adjusting. A wobble cushion that isn\u2019t inflated properly won\u2019t help much, and large ear defenders might feel awkward in front of peers. Work together to find low-key supports that actually are effective.<\/li>\n\t<li>Plan for tricky moments. Sensory overload can creep up \u2013 so it helps to agree in advance what support looks like when things get too much and how to access this. This could be a movement break, time in a quiet space, a specific adult helping, or doing a different task.<\/li>\n\t<li>Think about special events and clubs. Activities like sports day, trips or watching performances can be hugely demanding. Look at ways the student can be involved on their own terms \u2013 like helping with equipment or choosing a seat where they can leave easily if needed. Are clubs\/ campus activities accessible allowing for participation in a way that feels safe, with adjustments like bringing in own food, having a leave pass.<\/li>\n<\/ul>[\/et_pb_text][et_pb_text _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;0px|0px|0px|0px|false|false&#8221; custom_padding=&#8221;0px|0px|16px|0px|false|false&#8221; custom_padding_tablet=&#8221;32px|0px||0px|false|false&#8221; custom_padding_phone=&#8221;0px||16px||false|false&#8221; custom_padding_last_edited=&#8221;on|phone&#8221; text_orientation_tablet=&#8221;&#8221; text_orientation_phone=&#8221;left&#8221; text_orientation_last_edited=&#8221;on|phone&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;]Offer sensory input. Fidget toys\/tools are often thought of as distracting but in fact can help some students to concentrate for longer.[\/et_pb_text][et_pb_heading title=&#8221;Reframing your role&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; title_level=&#8221;h3&#8243; title_text_align=&#8221;left&#8221; custom_margin=&#8221;0px|0px|0px|0px|false|false&#8221; custom_padding=&#8221;0px|0px|16px|0px|false|false&#8221; title_text_align_tablet=&#8221;left&#8221; title_text_align_phone=&#8221;left&#8221; title_text_align_last_edited=&#8221;on|desktop&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_heading][et_pb_text _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;0px|0px|0px|0px|false|false&#8221; custom_padding=&#8221;0px|0px|16px|0px|false|false&#8221; custom_padding_tablet=&#8221;32px|0px||0px|false|false&#8221; custom_padding_phone=&#8221;0px||16px||false|false&#8221; custom_padding_last_edited=&#8221;on|phone&#8221; text_orientation_tablet=&#8221;&#8221; text_orientation_phone=&#8221;left&#8221; text_orientation_last_edited=&#8221;on|phone&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;]PDAers tend to resist perceived authority, not because they want to cause disruption, but because it threatens their sense of autonomy. A collaborative approach \u2013 where you position yourself as a learning facilitator, a partner or guide rather than an authority figure \u2013 can reduce anxiety and resistance.\n\nInstead of giving instructions, try using declarative or wondering language: \u201cI\u2019m wondering if this might work better\u2026\u201d or \u201cLet\u2019s see what happens if we try it this way.\u201d Frame tasks as experiments or shared projects rather than obligations. Giving students real choices over where, when and how they work makes a big difference \u2013 but too many options can be overwhelming, so keep them simple and meaningful.[\/et_pb_text][et_pb_heading title=&#8221;Being flexible with demands&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; title_level=&#8221;h3&#8243; title_text_align=&#8221;left&#8221; custom_margin=&#8221;0px|0px|0px|0px|false|false&#8221; custom_padding=&#8221;0px|0px|16px|0px|false|false&#8221; title_text_align_tablet=&#8221;left&#8221; title_text_align_phone=&#8221;left&#8221; title_text_align_last_edited=&#8221;on|desktop&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_heading][et_pb_text _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;0px|0px|0px|0px|false|false&#8221; custom_padding=&#8221;0px|0px|16px|0px|false|false&#8221; custom_padding_tablet=&#8221;32px|0px||0px|false|false&#8221; custom_padding_phone=&#8221;0px||16px||false|false&#8221; custom_padding_last_edited=&#8221;on|phone&#8221; text_orientation_tablet=&#8221;&#8221; text_orientation_phone=&#8221;left&#8221; text_orientation_last_edited=&#8221;on|phone&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;]Many PDAers have a low tolerance for demands, even those that seem mild or self-chosen. So it\u2019s worth asking yourself, \u201cDoes this need to happen right now?\u201d If not, consider whether the demand can be reframed, deferred, or removed entirely. Sometimes, just changing how it\u2019s presented \u2013 moving from \u201cI need you to\u2026\u201d to \u201cWould it help to start with\u2026\u201d \u2013 can soften the emotional impact.\n\nFlexibility isn\u2019t about lowering expectations. It\u2019s about adjusting the route to get there. Students often achieve more when they feel they\u2019ve chosen the path themselves.[\/et_pb_text][et_pb_heading title=&#8221;Recognising and responding to overload&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; title_level=&#8221;h3&#8243; title_text_align=&#8221;left&#8221; custom_margin=&#8221;0px|0px|0px|0px|false|false&#8221; custom_padding=&#8221;0px|0px|16px|0px|false|false&#8221; title_text_align_tablet=&#8221;left&#8221; title_text_align_phone=&#8221;left&#8221; title_text_align_last_edited=&#8221;on|desktop&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_heading][et_pb_text _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;0px|0px|0px|0px|false|false&#8221; custom_padding=&#8221;0px|0px|16px|0px|false|false&#8221; custom_padding_tablet=&#8221;32px|0px||0px|false|false&#8221; custom_padding_phone=&#8221;0px||16px||false|false&#8221; custom_padding_last_edited=&#8221;on|phone&#8221; text_orientation_tablet=&#8221;&#8221; text_orientation_phone=&#8221;left&#8221; text_orientation_last_edited=&#8221;on|phone&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;]Sensory, emotional and social overload can push PDA students into shutdown, refusal or distress. Be mindful of triggers \u2013 bright lights, loud environments, too many transitions, unexpected changes. Offer proactive support like flexible seating, movement breaks, or a calm space to retreat to (ideally one that they help design or choose).\n\nIf a student starts to struggle, avoid rushing in with correction or questions. Give space, lower your voice, relax your posture. Your calm presence can help restore theirs.[\/et_pb_text][et_pb_heading title=&#8221;Working with families&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; title_level=&#8221;h3&#8243; title_text_align=&#8221;left&#8221; custom_margin=&#8221;0px|0px|0px|0px|false|false&#8221; custom_padding=&#8221;0px|0px|16px|0px|false|false&#8221; title_text_align_tablet=&#8221;left&#8221; title_text_align_phone=&#8221;left&#8221; title_text_align_last_edited=&#8221;on|desktop&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_heading][et_pb_text _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;0px|0px|0px|0px|false|false&#8221; custom_padding=&#8221;0px|0px|16px|0px|false|false&#8221; custom_padding_tablet=&#8221;32px|0px||0px|false|false&#8221; custom_padding_phone=&#8221;0px||16px||false|false&#8221; custom_padding_last_edited=&#8221;on|phone&#8221; text_orientation_tablet=&#8221;&#8221; text_orientation_phone=&#8221;left&#8221; text_orientation_last_edited=&#8221;on|phone&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;]Parents and carers often have deep insight into their child\u2019s needs and may already have found ways to support them at home. Many families adapt routines, use flexible approaches, and support their child\u2019s autonomy as a way of reducing anxiety. This lived experience can be invaluable to education settings.\n\nA positive working relationship with families can help ensure that approaches are consistent across home and the placement, making life more predictable for the student. This means listening without judgement, acknowledging that behaviours at home and within the setting might look different, and sharing decisions about what support looks like in practice. Keeping lines of communication open, even when things are going well, helps build trust and creates space for collaborative problem-solving.\n\nAs with all things some PDAers may respond differently preferring to have a different approach to home in order to separate the environments.[\/et_pb_text][et_pb_heading title=&#8221;Supporting transitions and special events&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; title_level=&#8221;h3&#8243; title_text_align=&#8221;left&#8221; custom_margin=&#8221;0px|0px|0px|0px|false|false&#8221; custom_padding=&#8221;0px|0px|16px|0px|false|false&#8221; title_text_align_tablet=&#8221;left&#8221; title_text_align_phone=&#8221;left&#8221; title_text_align_last_edited=&#8221;on|desktop&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_heading][et_pb_text _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;0px|0px|0px|0px|false|false&#8221; custom_padding=&#8221;0px|0px|16px|0px|false|false&#8221; custom_padding_tablet=&#8221;32px|0px||0px|false|false&#8221; custom_padding_phone=&#8221;0px||16px||false|false&#8221; custom_padding_last_edited=&#8221;on|phone&#8221; text_orientation_tablet=&#8221;&#8221; text_orientation_phone=&#8221;left&#8221; text_orientation_last_edited=&#8221;on|phone&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;]Transitions and unpredictable events can be especially challenging for PDA students. Moving between classes, meeting new staff or taking part in assemblies, tutoring sessions, debates, and trips may feel like overwhelming demands.\n\nSupporting students through transitions starts with giving clear and timely information, ideally in a format that works for them. Students should be involved in planning how they participate in special events, with flexibility built in so that they feel a sense of control. This might mean attending from the back of the room, helping instead of performing, or having a clear plan for leaving if things become too much. Regular check-ins and low-pressure conversations about what\u2019s coming up can also help students feel more prepared and less anxious.[\/et_pb_text][et_pb_heading title=&#8221;Rethinking assessment and motivation&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; title_level=&#8221;h3&#8243; title_text_align=&#8221;left&#8221; custom_margin=&#8221;0px|0px|0px|0px|false|false&#8221; custom_padding=&#8221;0px|0px|16px|0px|false|false&#8221; title_text_align_tablet=&#8221;left&#8221; title_text_align_phone=&#8221;left&#8221; title_text_align_last_edited=&#8221;on|desktop&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_heading][et_pb_text _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;0px|0px|0px|0px|false|false&#8221; custom_padding=&#8221;0px|0px|16px|0px|false|false&#8221; custom_padding_tablet=&#8221;32px|0px||0px|false|false&#8221; custom_padding_phone=&#8221;0px||16px||false|false&#8221; custom_padding_last_edited=&#8221;on|phone&#8221; text_orientation_tablet=&#8221;&#8221; text_orientation_phone=&#8221;left&#8221; text_orientation_last_edited=&#8221;on|phone&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;]Praise and reward systems that work for other students may feel like pressure to PDA learners. They may worry about having to repeat success, or feel manipulated by public praise. Quiet acknowledgement, private feedback and a focus on effort over outcome can feel more respectful and effective.\n\nBe flexible with how students show their understanding. A drawing, conversation or voice recording may say more than a worksheet ever could. Tailor assessments to fit the student \u2013 not the other way round.  You might want to consider wether a presentation can be delivered to a tutor instead of a group, or if an extension might help to take away pressure for deadline assignments.\n\nIt is helpful to consider how writing on a students work for feedback maybe received.  Any comments expressing judgement (postive or negative) could create a sense of threat to autonomy and could result in work being destroyed. It is worth considering using a separate sheet of paper. Red pen marking can also feel stressful and increase a demand, writing in green may offer a calmer feedback.\n\nAssessments and formal exams can raise anxiety.  Identifying and applying for appropriate access arrangements can make a real difference. It is also helpful for some students to \u2018run through\u2019 assessments in advance.  Practice allows students to understand what they can expect and can reduce uncertainty. Here us some changes that might be helpful to students undertaking assessments include: [\/et_pb_text][et_pb_text _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; background_color=&#8221;RGBA(255,255,255,0)&#8221; height=&#8221;100%&#8221; custom_padding=&#8221;0px|0px|0px|0px|false|false&#8221; custom_css_free_form=&#8221;selector ul li strong {|| font-weight: 900;||}||selector ul li {|| font-weight: 400 !important;|| position: relative;|| padding-left: 37px;|| margin-bottom: 15px;||}||||selector ul {|| list-style-type: none;|| padding: 0 !important;||}||selector ul li::before{|| content: %22%22;|| position: absolute;|| width: 24px;|| height: 24px;|| background-image: url(%22data:image\/svg+xml;base64,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%22);|| background-size: contain;|| background-repeat: no-repeat;|| top: 4px;|| left: 0;||}||&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;]<ul>\n\t<li>separate rooms,<\/li>\n\t<li>extra time,<\/li>\n\t<li>rest breaks,<\/li>\n\t<li>An invigilator that\u2019s known to the student.<\/li>\n<\/ul>[\/et_pb_text][et_pb_text _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;0px|0px|0px|0px|false|false&#8221; custom_padding=&#8221;0px|0px|16px|0px|false|false&#8221; custom_padding_tablet=&#8221;32px|0px||0px|false|false&#8221; custom_padding_phone=&#8221;0px||16px||false|false&#8221; custom_padding_last_edited=&#8221;on|phone&#8221; text_orientation_tablet=&#8221;&#8221; text_orientation_phone=&#8221;left&#8221; text_orientation_last_edited=&#8221;on|phone&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;]Further guidance on \u2018access arrangements, reasonable adjustments and considerations\u2019 can be found via the Joint Council for Qualifications (JCQ).[\/et_pb_text][et_pb_heading title=&#8221;Reflecting and adapting&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; title_level=&#8221;h3&#8243; title_text_align=&#8221;left&#8221; custom_margin=&#8221;0px|0px|0px|0px|false|false&#8221; custom_padding=&#8221;0px|0px|16px|0px|false|false&#8221; title_text_align_tablet=&#8221;left&#8221; title_text_align_phone=&#8221;left&#8221; title_text_align_last_edited=&#8221;on|desktop&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_heading][et_pb_text _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;0px|0px|0px|0px|false|false&#8221; custom_padding=&#8221;0px|0px|16px|0px|false|false&#8221; custom_padding_tablet=&#8221;32px|0px||0px|false|false&#8221; custom_padding_phone=&#8221;0px||16px||false|false&#8221; custom_padding_last_edited=&#8221;on|phone&#8221; text_orientation_tablet=&#8221;&#8221; text_orientation_phone=&#8221;left&#8221; text_orientation_last_edited=&#8221;on|phone&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;]Use reflective practice to learn what works for each student; If a situation goes wrong, ask yourself: What was going on beneath the behaviour? Could the task, environment or timing have been the issue? How could I adapt things next time?\n\nThe goal isn\u2019t perfection \u2013 it\u2019s curiosity, consistency and compassion.[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]\n","protected":false},"excerpt":{"rendered":"<p>Information for education professionals to understand, support and teach PDA profile individuals<\/p>\n","protected":false},"author":19,"featured_media":0,"parent":11187,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"<!-- wp:divi\/placeholder \/-->","_et_gb_content_width":"","footnotes":""},"course_tag":[352,309,353],"class_list":["post-15054","page","type-page","status-publish","hentry","course_tag-cpd-for-professionals","course_tag-pda-for-educators","course_tag-pda-for-teachers"],"_links":{"self":[{"href":"https:\/\/www.pdasociety.org.uk\/pda2025staging\/wp-json\/wp\/v2\/pages\/15054","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.pdasociety.org.uk\/pda2025staging\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.pdasociety.org.uk\/pda2025staging\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.pdasociety.org.uk\/pda2025staging\/wp-json\/wp\/v2\/users\/19"}],"replies":[{"embeddable":true,"href":"https:\/\/www.pdasociety.org.uk\/pda2025staging\/wp-json\/wp\/v2\/comments?post=15054"}],"version-history":[{"count":0,"href":"https:\/\/www.pdasociety.org.uk\/pda2025staging\/wp-json\/wp\/v2\/pages\/15054\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www.pdasociety.org.uk\/pda2025staging\/wp-json\/wp\/v2\/pages\/11187"}],"wp:attachment":[{"href":"https:\/\/www.pdasociety.org.uk\/pda2025staging\/wp-json\/wp\/v2\/media?parent=15054"}],"wp:term":[{"taxonomy":"course_tag","embeddable":true,"href":"https:\/\/www.pdasociety.org.uk\/pda2025staging\/wp-json\/wp\/v2\/course_tag?post=15054"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}