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

2. 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

3. 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

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

5. 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

6. 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

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

8. 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

9. 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

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

11. 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

12. 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

13. 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

14. 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