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8 %u00a9 Elklan Training Limited 2025Elklan Supporting Gestalt Language Processing %u2013 a Total Communication ApproachInstead, an alternative description could be:%u2018X has significant attention needs, and these can impact their behaviour. They move around and tap the desk in class. The implementation of further support strategies may help X increase their access to learning.%u2019This description considers the differences. For example, %u2018fidgeting%u2019 is often associated with inattention but Son et al (2024) found a link between fidgeting and an increase in sustained attention of individuals with ADHD aged between 18 and 50.1.2 COMMUNICATION SUPPORT AND NEURODIVERSITYHistorically social skills support included a need for children and young people to conform to prescribed sets of rules to assist with successful listening, attention, and conversation. An example of this is the idea that %u2018Good sitting, good looking and good listening%u2019 will lead to better attention, communication and learning. However, autistic children and young people, and others with social communication needs, can feel anxious when making eye contact and movement can support concentration, listening and processing for some children and young people. The child at the back of the class swinging on the chair may be listening to the verbal information delivered by the class teacher at the front of the class. But, in contrast the child or young person at the front of the class, seemingly ready for learning and directly looking at the teacher, may not be listening.So, given the need for mutual empathy, a neurodiverse-friendly approach does not seek to change the autistic person with social skills support such as learning %u2018rules for conversations%u2019. Instead, there is a range of neurodiverse-friendly support approaches which include:%u2022 Safety and self-awareness%u2022 Self-advocacy%u2022 Problem-solvingChallengingRelentlessUnpredictableUnderachievingLoudLazyUnfocusedDifficult to stop