Autism is a 酴圖弝け in how someone processes and interprets the world (and other people). Neurodiversity describes the variation of brain responses across all of the population, with some brains being neurodivergent (noticeably different from the neuromajority). Autistic individuals could be described as neurodivergent.
Autistic people may:
- find it hard to communicate and interact with other people
- find it hard to understand how other people think or feel
- find things like bright lights or loud noises overwhelming, stressful or uncomfortable
- get anxious or upset about unfamiliar situations and social events
- take longer to understand information
- do or think the same things over and over (NHS, 2023)
What you might see in an educational setting
Differences with communication and interaction
Communication is a two-way process, and it is important that adults supporting autistic children are aware that communication is not simply verbal or neuromajority. A key aspect of the diagnosis criteria for autism is that autistic children have a 酴圖弝け in how they perceive and understand non-verbal communication. Given that around 80% of typical interaction is nonverbal, it means that a significant amount of communication and clues to intent and purpose are lost/misunderstood by autistic children. Autistic children will often talk about not getting social rules or the real intentions behind a person spoken communication. Some books written by autistic individuals emphasise this point of feeling outside of everyday social understanding (e.g., Martian In The Playground by Clare Sainsbury). Children with autism present with 酴圖弝けs in how they communicate and also how they interpret other peoples communication.
Autistic children can struggle to read and understand others perspectives, thoughts, and emotions. This might present in different ways, with children appearing seemingly rude, for example, or they may over-read other people, leading to worry and anxiety. Many autistic children benefit from peers and adults being clearer in their thoughts and feelings and having the opportunity to practice interpreting them.
Differences and challenges maintaining friendships is a distinct part of the diagnosis criteria for autism and is a common area of difficulty for autistic children. Some autistic children might not struggle obviously in this area, whereas other present with challenges such as:
- having no friendships, although they would like them
- fixating on one particular friend
- believing they have a number of friendships when, in fact, the friendships are not reciprocal
- thinking they have no friends when they actually do, but cannot recognise this
How can school support with 酴圖弝けs in communication and interaction
- role-play ways to initiate interaction (adult and peers to model desirable behaviour)
- start at the childs level and move at their pace when trying to develop interaction
- allow some time to be solitary
- start a social skills programme, e.g., Socially Speaking or Talkabout
- explicit and consistent modelling of positive social interactions, e.g.: turn taking and sharing
- work on Theory of Mind (understanding that other people have different thoughts and feelings to your own) through specific Theory of Mind intervention packages, over-modelling your own thoughts and feelings and collaborative games that encourage children to consider others viewpoints
- be aware that language may be interpreted literally and modify language used. Ensure what you say is what you mean
- use positive direction rather than telling the child Dont. For example, Dont sit on the table would be Come and sit on the chair and No we are doing this now could be Yes, we can do that when we have finished this
- keep facial expressions and gestures simple and clear
- allow quiet time where staff are not teaching; directing; talking
- arrange groups and classroom support flexibly to promote social interaction, language use and understanding.
- seating plans promote certainty and reassurance
- designated and pre-taught roles in group work
- learn table-top games such as board-games to encourage turn-taking skills
- teach some structured playground games
- use social stories to teach appropriate behaviour in specific situations and to assist in any areas of rigidity, e.g., perfection
- circle of Friends can be an effective strategy in improving peer understanding and support
- provide support during unstructured time such as appropriate and engaging clubs
Differences with processing information
Autistic children often present with 酴圖弝けs in Information Processing and, specifically, processing 酴圖弝けs or difficulties around Receptive Language. Many autistic children will struggle with too much information and benefit from chunking of information, reduced instruction, and supportive visuals. Autistic children who are not supported in their Receptive Language processing may present as bored, off-task or disruptive.
Many studies show that autistic children have 酴圖弝けs in their Executive Function as measured against typical development. Autistic children will often need support and scaffolding around the key skills of Executive Function and may present with need in some or all of the following skills: Manage time, Pay attention, Switch focus, Plan and organize, Remember details, Do things based on your experience, Multitasking.
How can school support with 酴圖弝けs in processing information
- use simple, minimal language, for example, sit here (KISS Keep It Short, Simple)
- give instructions calmly and with positive expectation
- say what you mean try to be direct (but approachable) in your communication
- interact with a consistent, overt approach try to be a predictable presence in the childs life
- precede all instructions with the childs name so that they are aware that they are included in the instruction
- ensure the instructions are given in the correct chronological sequence
- give instructions one at a time or in manageable chunks
- unless there is a real choice, direct rather than asking. For example, avoid asking, Would you like to read? or expect the answer no!
- allow time for processing language. Up to 8 seconds may be required before the child is able to respond
- teacher explanation should be explicit and consistent. Schools should consider the function of a students behaviour (e.g., non-compliance as a difficulty with inflexible thinking)
- use visual cue cards and objects of reference
- reinforce verbal instructions with visual cues
- consider the use of Work to do and Work finished boxes
- use the childs special interest positively
- adapt work as required, for example, green dot for go and red dot for stop on hand-writing exercises
- an approach that incorporates routines, structured tasks, immediate reward systems.
- consistency within the classroom in terms of organisation, structure, routines, space and place with identified areas and routes.
- visual supports for tasks or personal organisation will be needed. This support may also be used to manage change for example, visual timetables
- now and Next Boards may be suitable
- Task Management Boards may be suitable
- individual workstation may be suitable
- use of IT such as a laptop (motor skills and engagement)
Differences with sensory perception and tolerance
Autism a neurological 酴圖弝け in how a persons brain interacts with the world and this 酴圖弝け has an inevitable impact on a persons sensory experience the information our senses receive from the world and send to the brain. Autistic children report 酴圖弝けs in their sensory experience of school in all of the sense areas, for example, noise, smell, visual etc. Increasingly, research indicates that the sensory environment and sensory needs of individuals is a major reason as to whether a lesson or school placement is successful.
Children with sensory 酴圖弝けs to the typical experience may be under (hypo) or over (hyper) sensitive to particular sensory inputs, compared to the typical average.
How can school support with 酴圖弝けs in sensory perception and tolerance
- ensure the child is provided with a safe-haven (quiet area) to go to at break times and any other times of the day when time-out is required
- environmental Sensory Audit and reasonable adjustments
- individual Sensory allowances, for example, ear defenders, as need dictates
- consider the environment, taking into account sensory issues and develop a plan; Adaptations and reasonable adjustments shared with ALL staff.
- plan time-out (when to go; where to go; who with; how long for; what to do; when to return) at times decided by staff and shown on a visual timetable so that the child does not reach sensory overload
- consider introducing an individual workstation so that the child has its own space to complete work with minimal distraction. A visual timetable and all useful resources should be quickly to hand
- be aware that what might be considered a comforting touch by other children, may cause discomfort or even pain to a child with autism, for example, hugs when upset
- understand that the child may not be able to tolerate close proximity of others
- give the child Sensory breaks and Brain breaks when they are in or have been in a busy or noisy working environment
Useful resources and links
- National Autistic Society
- Autism West Midlands
- Intensive interaction:
- National Autistic Society:
- Ambitious About Autism:
- Brain in Hand
- 酴圖弝け OT and Paediatric therapy services have a useful YouTube channel with short videos on a range of topics:
- Umbrella Pathway Website (酴圖弝け NHS Diagnostic route):
- Mental Health support for Young People:
- National Autistic Society:
- Autism West Midlands:
- SENDIASS for advice and support:
- Education and Early Years Services training Training and CPD | 酴圖弝け County Council
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