In-Class Strategies to Support Secondary School Pupils on the Autistic Spectrum

Social Interaction Difficulties Inappropriate or unusual approach to others – may be seen as shy, immature, rude or offensive Personal space and boundary issues Verbally/physically aggressive – easily offended Difficulties in making and maintaining friendships Interactions may be one sided – never allowing others to get a word in Difficulty in sharing, taking turns or group work – things have to be done their way Limited understanding of social games, behaviours and skills Unaware of others expectations In-Class Strategies to Support Secondary School Pupils on the Autistic Spectrum

Social Interaction How Schools Can Help Model interaction with others – enforce social rules Make social rules explicit – reinforce in a positive way Offer structured activities – make expectations clear Identify appropriate peers for group work Target behaviours – offer rewards and sanctions Explain the theory behind the practice – pupils may not understand why a behaviour is unacceptable In-Class Strategies to Support Secondary School Pupils on the Autistic Spectrum

Resources to Support Social Interaction In-Class Strategies to Support Secondary School Pupils on the Autistic Spectrum

Communication Difficulties Can easily misunderstand instructions/ideas Difficulty in verbalising thoughts/ideas Understanding is literal – difficulties in understanding jokes, idioms and metaphors Non-verbal communication – poor eye contact, issues reading body language and facial expressions Speech can be monotone and unclear, can be obsessive about interests Doesn’t get pleasure from communication – prefers not to talk to others unless essential Can be inappropriate or rude – says what they are thinking In-Class Strategies to Support Secondary School Pupils on the Autistic Spectrum

Communication How Schools Can Help Keep instructions clear and simple – do not leave room for interpretation Explain where possible the reason for requests/instructions Try not to use sarcasm, idioms, jokes or metaphors when speaking to pupil Provide structured activities which promote how to recognise and respond appropriately to body language and facial expressions Encourage conversation skills – target rudeness In-Class Strategies to Support Secondary School Pupils on the Autistic Spectrum

Resources to Support Communication In-Class Strategies to Support Secondary School Pupils on the Autistic Spectrum

Inflexibility of Thought Difficulties Dislikes change – needs order and routines Lack of imagination – can’t empathise with others or see their point of view Difficulties with prediction or generalisation May interpret routines as rules – fixed points of view Might dislike showing workings out or re-drafting work May apply strict logic to tasks and situation In-Class Strategies to Support Secondary School Pupils on the Autistic Spectrum

Inflexibility of Thought How Schools Can Help Give advanced warning where possible of changes to routines Remain consistent with boundaries and expectations If understanding of different points of view, opinions or using empathy is required provide a structure or model for the pupil to refer to Provide structured activities to clearly showing how to understand others points of view and opinions and dealing with empathy Suggest alternatives and allow negotiations In-Class Strategies to Support Secondary School Pupils on the Autistic Spectrum

Resources to Support Inflexibility of Thoughts In-Class Strategies to Support Secondary School Pupils on the Autistic Spectrum

Supporting Additional Difficulties How Schools Can Help Sensory Difficulties Try to keep voice controlled, avoid shouting when possible Try to keep classroom quiet Provide appropriate ‘fiddle toys’ – blu-tac, elastic band, stress ball Fear of crowds/classroom Greet pupil as they enter Allow them to sit near the door Allow them to sit on their own, support working with others Allow pupil to leave class 5 minutes early to move to next class before corridors are crowded Balance time spent in class with time spent working alone In-Class Strategies to Support Secondary School Pupils on the Autistic Spectrum

Supporting Additional Difficulties How Schools Can Help Attachment to personal items Understand their issues Try to target compliance with school rules Choose your battles! Refusal to comply Remember this is not always something a pupil can overcome – the problem is not ‘naughtiness’ but incapacity Avoid ‘direct demands’ – offer indirect choices and empower them to make the right choice Explain what you are asking and consequences – e.g. safety State what you want them to do then give the time and space for pupil to comply and understand In-Class Strategies to Support Secondary School Pupils on the Autistic Spectrum

Supporting Additional Difficulties How Schools Can Help Acknowledge and provide support for additional needs (e.g. dyslexia, dyspraxia, ADHD etc) Offer alternative methods of recording work Be aware of classroom layout – is pupil seated in an appropriate area of the class Offer short tasks which are highly structured and have achievable goals Target behaviours – explain why the behaviour is (un)acceptable then sanction or reward In-Class Strategies to Support Secondary School Pupils on the Autistic Spectrum

Supporting Additional Difficulties How Schools Can Help Keep calm Be predictable Allow flexibilty Keep a good sense of humor Be prepared to adapt Go out of your way a little Ask for help, support or advice when you need it In-Class Strategies to Support Secondary School Pupils on the Autistic Spectrum