Have clear, explicit and consistent routines in place in the classroom
If the child or young person (CYP) becomes anxious, allow them to go to an agreed quiet / calm area
Incorporate time for sensory circuits; this may be appropriate for the whole class not just individual CYP with Autism
Be aware that CYP’s facial expressions and language may not reflect their actions or feelings
Use alternative means of communication/augmentative communication strategies where appropriate
Be aware of the constraints of testing when ascertaining a CYP’s cognitive ability, attainment and progress and be flexible in approach to meet the needs of individuals
Explicitly teach social skills (e.g. what to say/do when praised, how to ask for help)
Support oral explanations with charts, diagrams, pictures, real objects or actions
Allow CYP to work alone rather than in a group where possible. If in a group, give clear roles within the group and put the rules and roles into writing
Seat CYP in an area of the classroom with a workstation free from busy displays and distractions
Provide a structure for unstructured times where appropriate (e.g. chess club rather than breaktime outside)
Be aware of any sensory sensitivities (smell, clothing, noise, touch) and consider reasonable adjustments that can be made in response e.g. use of ear defenders
Use visual prompts on cards or photos, or consistent non-verbal signs (sit, look, listen, hand up, wait, quiet) to show CYP the social behaviours expected
Use technology, writing frames (e.g. mind maps, flow charts, photocopied notes) to minimise the need for written recording
Create a ‘one-page profile’ involving parent/carers and the CYP in identifying how best to support
Make reasonable adjustments to the learning environment (e.g. consistent seating, individual workstation, visual timetable, timings of breaks and transition arrangements within the day, use of timers)
Set tasks with clear goals and break them down into step-by-step form. Ask direct, concrete questions at their level of understanding
Use a visual timetable or ‘now/next’ board to help order and manage tasks
Provide extra time to think and respond to questions (e.g. ‘10 second rule’)
Use symbols to support spoken language and text(e.g. www.widgit.com)
Don’t ask the CYP to talk or write about imagined experiences and avoid tasks which depend on empathy
Be aware that CYP may have difficulty understanding gestures, facial expressions, tone of voice and jokes
Avoid or explain the use of irony, sarcasm, figurative language, rhetorical questions, idioms (e.g. ‘pull your socks up’, ‘it’s raining cats and dogs’, ‘in a minute’)