Autistic Spectrum Condition

• Use visual timetables to help plan ahead and prepare for transitions

• Introduce consistent routines for non-lesson times e.g. morning arrival, break, lunch and home time

• Share the learning sequence at the start of each lesson

• Prepare learners for transitions and changes to the usual routine

• Ensure the environment is meeting your learners' sensory needs

• Use multisensory approaches for learning (To find out more about multisensory learning click here)

• Offer regular, structured movement breaks (To see some example movement breaks click here)

• Provide a space where learners can go for a sensory break (For information on creating affordable and flexible sensory spaces click here). This can be as simple as under a desk with a blanket covering it

• Find out about “special interests” and bring these into learning whenever possible

• Listen to the young person and their family to find out what works and accommodate if possible

• Offer alternative ways to demonstrate learning, such as typing rather than handwriting, creating a Powerpoint presentation rather than filling in a worksheet

• Provide opportunities for positive, structured social interactions with peers

• Know when to help the development of social skills and when to allow the young person to remain in their comfort zone

• Understand the individual’s challenges with social interaction and do not mistake these for rudeness, disrespect or disinterest

Look, Think, Do is a photo-based resource for pupils with social and communication needs. Click here to find out more

Thinking Skills for life is a multimedia resource that addresses a range of topics including relationships. Click here to find out more

• Clear communication: keep language simple, speak directly and avoid rhetorical questions

• Use visuals/symbols to support spoken and written language (LGfL Widgit Portal available to all LGfL schools click here)

• Give time to process spoken instructions or questions

• Set aside time to address new vocabulary and support this with symbols

• Be aware of preferred methods of communication

• Remember that even talkative learners might struggle to speak about how they are feeling or what’s bothering them sometimes. e.g when they are upset