Each of the seven chapters below follows an identical structure (A–F), so a teacher who has learned to navigate one chapter can navigate all seven without re-orientating. This consistency is deliberate: it means a teacher under time pressure preparing for a Thursday session can go straight to the relevant chapter and the relevant lettered section, rather than reading unfamiliar formatting each time. 

One principle applies throughout and is stated once here rather than repeated in every chapter: reasonable adjustments should always be based on what an individual student says helps them, not on assumptions drawn from a diagnosis label. Two students with the same diagnosis can have very different needs — this is one of the most consistent findings across the research underpinning every chapter that follows.