Know the child's signal and the agreed response before the lesson. Adjust the task, pace, noise and public demands at the first signs of difficulty. Agree which adult speaks to the child and who continues with the class. The support adult's presence does not transfer responsibility for accessible teaching away from you.
Prepare the return: a manageable first step, discreet entry and an available further pause. Record the instruction or demand preceding difficulty and what you changed, not only the child's behaviour. If classmates were frightened, reassure them without an audience around the child or a public discussion of diagnosis. Start with early signs and return to class.
For bullying or exclusion, use the instructions for this role.