Autistic Spectrum Condition

Clear and consistent routines

  • 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

Be flexible

  • 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

Support social needs

  • 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

Further support and resources

National Autistic Society (NAS): The UK's leading charity for people on the autism spectrum and their families.

Autism Education Trust (AET): The Autism Education Trust (AET) helps children and young people with autism to receive an education, enabling them to reach their potential.

Ambitious about Autism: Ambitious about Autism supports children and young people with autism. They run specialist education services, an award-winning employment programme and children and young people are at the heart of the charity's decision-making, policy work and campaigning.

LGfL's Widgit Portal

Already used by many SEND departments and schools,15,000 images and hundreds of ready made activities are available to all LGfL schools to search and download.

Look, Think, Do

Photo-based resources for pupils with social and communication needs

Thinking Skills For Life

Inclusive multimedia resources to support young people, including those with SEND, access important areas within Life Skills, including Relationships, Money, Citizenship, Travel and Leisure.

Multisensory Learning

CPD resource to support understanding of multisensory learning. It includes how sensory issues affect learners as well as practical and affordable suggestions to use in school.

Learning Through Movement

CPD resource to develop an understanding of the significance of movement for learners to maintain focus and effective handwriting.