1. Creativity in supporting pupils with autistic spectrum disorders.
Nicky Kennedy (Billing Brook School)
Francesca Shears (Northgate School Arts College)

2. The New Triad of Impairments
Sensory Issues
Flexibility
Social Interaction & Communication

3. The Seven Senses Sight Touch Smell Taste Sound
Vestibular sense – helps with balance
Proprioception – body awareness and co-ordination ability

4. Sensory Issues
Many people with ASD are monotropic – utilise one sense at a time
This can take the form of
hypersensitivity – become uncomfortable when experiencing minor encounters OR
hyposensitivity – when a child is underwhelmed by the world

5. Flexibility
Structure
Schedules
Plan for change

6. Work system Where do I have to be? What is happening?
How long will it last?
What’s next?

7. Environment Sensory considerations Minimise visual distractions
Work stations/areas
Where to sit?
Individual needs

8. Time Out
Important for individuals to know there is a ‘safe’ place/area if they need it
Should not be used as a negative.
Somewhere with no demands.

9. Organisation Check the person has correct equipment
Do not assume that just because a person with ASD has been told what to do they will know what to do, or how to do it.
Clear concise instructions – post it notes!!
Break down the task

10. Difficult times Reduce language De-escalate Distract
Introduce a different person
Withdraw from situation

11. Behaviour Reminders of how to behave.
Support in knowing how to improve behaviour.
Behaviour very often can be a reaction to stress.
Consistent approach.
Know the individual.

12. A new day
Is just that!

13. Top Tips Address the individual by name
Keep sentences/instructions simple
Allow time for information to be processed
Do not offer too many choices
Stick to boundaries
Do not force eye contact.
Remember a person with ASD can be very literal.
Be consistent.