Children and young people with an autism spectrum condition have been and can be successfully included within mainstream schools.
This has been most successful where schools have been given the opportunities to understand the implications of autism and have had the opportunity to explore strategies and interventions.
There will need to be flexibility and recognition that these children and young people may need approaches different to those used for others.
The below strategies should be considered and applied (with impact reviewed) before schools seek external advice and support through the Early Help process.
A checklist document has been provided under each area for staff to annotate and attach as part of the Early Help documentation, if required.
Classroom practice will need to take into account the following issues:
- the student's lack of generalisation of learning - every situation can appear different to the student
- the lack of incidental learning - everything needs to be directly taught
- the literalness of understanding
- difficulties in becoming involved in group activities including play and games
- possible unexpected reactions to over-stimulation, and the fact that this can occur in settings that other children and young people cope with well
- behaviours which present as naughtiness or non-compliance may in fact have a range of other meanings. These might include: indicating the need for help or attention; indicating the need to escape from stressful situations; the desire to obtain specific objects; demonstrating a lack of understanding; protesting against unwanted events; seeking sensory stimulation.
The SEND code of Practice (2015) states that staff in schools must make ‘reasonable adjustments’ to ensure that children and young people with autism are not disadvantaged when compared with their peers.
It is important to remember that each child and young person with autism is unique, and, as such, different strategies will work for different individuals. Key to the success of any of the strategies will be the development of a trusted working relationship between student, teacher, support staff and parents - one in which the child’s differences are acknowledged, understood and catered for within the learning environment.
Strategies
The strategies below may prove useful in assisting the school setting in making ‘reasonable adjustments’ and ensuring that the needs of children with autism spectrum conditions are both considered and met.
There are many common differentiation strategies used in the classroom which are beneficial to children and young people on the autism spectrum as well as their peers.
Rigidity of thoughts and behaviours
Maintaining attention and focus
Anxiety, emotion and behaviour