Autism Toolkit KS1 - KS2

Aims

This Toolkit is intended to be used as part of the graduated approach to inclusion and sits within the SEND Code of Practice and the Ordinarily Available provision document. It is designed to develop good practice for children and young people who have social communication and interaction differences and may be diagnosed as autistic.

The Toolkit aims to support and enable practitioners to:

• have a better understanding of an individual's social communication and interaction needs
• identify specific outcomes and areas of focus as part of a graduated approach
• help identify appropriate strategies.

Good practice guidelines for using the Toolkit

When implementing the strategies linked to the areas of focus for support, practitioners should have regard to:

• involving the child in identifying ways of implementing strategies
• supporting the child to be themselves and manage the environment they are in (neuro-affirming)
• targets being realistic, attainable and SMART
• choosing a calm time / atmosphere for the introduction of new routines, strategies and expectations
• daily reinforcement and repetition with positive reinforcement of successes
• use of motivators which are meaningful, appropriate and sustainable
• consideration of the right level of visual support (see appendix)
• establishing routines with a key adult but sharing with all adults across the setting
• the fact that there may be an increase in unwanted behaviours whilst the strategies are becoming embedded so be prepared to persevere and follow the ‘assess, plan, do, review’ cycle adjusting expectations, as necessary

Any evaluation and assessment cycle should reply upon a variety of perspectives including:

• staff who know the child well, including those who see them at unstructured times (e.g. lunchtime)
• views of the child or young person, as appropriate to their developmental stage

Areas of focus for support

• Choose up to 3 areas of focus for support
• Implement the recommended strategies, adapting them for your setting. (For approximately half a term)
• Review progress through an assess, plan, do review approach.
• Following a review of the impact of strategies, if progress is made consider other areas of focus as needed.

It may be appropriate to use strategies from the key stage above or below the child's current one, depending on their developmental stage. If support is needed in the home, please consider using the North Lincolnshire Family Toolkit.

If you are unsure as to what the next steps are you can consider contacting ASET for advice.

Support Needs

Social Relationships

• Joining in and making friends
• Navigating group work dynamics
• Understanding others non-verbal communication
• Taking part in two-way conversations
• Understanding social conventions (e.g. politeness & turn taking)

Communication

• Processing instructions
• Understanding classroom language
• Volume or speed of speech
• Repetitive use of questioning or phrases

Flexibility of thought and action

• Hyperfocus on a particular topic
• Understanding flexibility around rules
• Managing change
• Managing transitions

Sensory Input

• Processing auditory sensory input
• Processing tactile sensory input
• Processing visual sensory input

Work Skills

• Motivation
• Personal organisation
• The learning environment
• Working independently
• Processing and retaining key information
• Homework

Emotions

• Managing big feelings
• Worries
• Understanding themselves
• Interpreting feelings (self and others)

Joining in and making friends

Some children may want to make friends, but they may find it tricky to grasp the informal understanding that underlies much social ‘chat’ and implicit rules of play.

Other children may prefer their own company and may be stressed by others approaching them.

Some may develop friendships but might need support to repair situations when friendships break down or things go wrong.

When playing with others some children may struggle to manage changes in rules as the games develop. They may miss the nonverbal signals from others e.g. when it’s time to stop or when it’s appropriate to do or say certain things.

Some children find it a strain to maintain social interaction even if they appear to be coping and may need time alone to recover. The impact interaction can have should be recognised and reasonable adjustments made. For some children social interaction can be hard work!

Children may find free time, such as break and lunch, confusing and stressful because of the lack of structure. They may find the unwritten and flexible rules that usually govern playground activities difficult.

Strategies

Before teaching any strategies ensure that you have sought the child’s views as to whether they want to join in and what they feel they would like help with. Focus on using the child’s strengths as a starting point and ensure all work includes an element of educating peers on accepting all types of social interaction.

• Use visual supports to facilitate interaction (scripts, prompts, reminders, scenarios).
• Teach play skills in a structured way starting with adult/child and moving to adult / child / one peer and then to child / peer with adult supervision.
• Direct teaching of ways to join in with others - use of social scripts.
• Have clear rules and boundaries for games, presented visually (instructions and rules).
• Involve the child in organised playground games (be aware that games may need teaching).
• Use a buddy group / circle of friends to support the child. These may need to be specific buddies for the child, not general playground buddies.
• Model and rehearse social situations. Record strategies visually.
• Respect the fact that the child may want some time on their own and educate peers to respect this

Navigating group work dynamics

Some children may find group work confusing and challenging for a variety of reasons. They might have difficulty understanding other people’s ideas or points of view, which can sometimes lead to friction with their peers during collaborative activities.

They may also be unsure about their role within the group, leading them either to take control or to withdraw and not participate at all. Choosing a partner can be a source of stress, and managing the demands of interacting with several people at once may feel overwhelming.

In addition, some children can find it hard to grasp the unwritten rules of social interaction — for example, knowing when it is their turn to speak or what kind of contribution is expected from them.

Strategies

• Provide clear rules / roles and structure for group work – specify roles and tasks for all members of the group and present them visually.
• Provide adult support to model strategies and facilitate group work.
• Use visual prompts for turn taking e.g. pass round an object to indicate whose turn it is to talk, use of a ‘my turn, your turn’ card.
• Provide structure when choosing a partner e.g. offer a limited choice, make it random by pulling names from a hat etc.
• Consider the child’s tolerance for other children in close proximity when considering seating positions. Be aware some children may have differences around personal space.
• Building on strengths, develop group work skills in a structured way as a separate activity, including how to manage differences of opinion. This may have to be differentiated and adapted to match the child’s level of social understanding and social motivation. Teach initially with adult / child, moving on to adult / child / one peer and then to child / peer with adult supervision. Rehearse the skills outside of classroom group work activities then support them to be transferred into the classroom (use visual prompts).
• Share strategies with the child’s peer group to support working together effectively

LEGO Zone is an intervention that is useful for teaching group work skills – see ASET for further details if needed.

Understanding others' non-verbal communication

Some children have trouble working out the meaning of non-verbal signals such as facial expression, body language and eye contact. Some may find it easier to listen and understand if they block out the non-verbal signals (for example, by not looking at the speaker).

It might be hard for them to grasp what another person is thinking or feeling, or that they may be feeling something different to them.

Sharing a joke with others is a common way of interacting but some children may have difficulty in understanding the double meanings that are essential parts of humour.

Playtime may be more tiring than structured lesson time. For some children social interaction can be hard work, requiring a lot of effort to read and understand non-verbal signals. This may lead to them trying to develop their own routines or rules in social situations or actively avoiding them.

Strategies

• Teach others how to understand and respect that some children may have a different communication style.
• Do not rely on body language and facial expression when interacting with the child, communicate your feelings explicitly.
• Explain what others may be thinking and feeling, while pointing out facial expression and body language.
• Use real life examples as learning opportunities.
• Use videos with the sound turned off to help focus on how to use and interpret body language.
• Teach about joking, sarcasm etc (have visuals for the child to refer to).
• Use role play or social scripts to explore social situations regularly and as situations occur.
• Scaffold interactions to build confidence and self esteem.

Taking part in two-way conversations

Taking part in social situations which require give and take may be difficult for some children. There is a lot of information that must be taken in to work out when it is your turn to speak such as facial expression, body language, tone and pauses. It can be hard to judge when to join a conversation and when to allow the other person to speak.

Some children may have a desire to talk about their topic of interest and show limited interest in the views of others if not directly related to their area of interest. They may want to talk about things but not always know how to start a conversation or keep it going. This may lead people to think that they are rude or interrupting. They may not make eye contact or give cues that they are talking to someone and their words go unheard.

Being able to hold words or thoughts in their memory may be tricky leading towards a tendency towards impulsivity; the need to ‘say it now’. They may struggle to process verbal information quickly which may lead to a slow or apparent lack of response.

Strategies

• Teach others how to understand and respect that some children may have a different communication style.
• Be aware they may need extra time to process what has been said before responding.
• Encourage the child to orient towards the person they are talking to or gain their attention verbally before speaking. Please note there are a range of means of giving conversational cues - eye contact is not necessary for effective communication and can be very overwhelming for some.
• Make interactions meaningful and desirable for the child when developing skills (use topics of interest).
• Use an object or agreed signal to have as a cue for whose turn it is to speak.
• Build up conversational experiences first with one adult and then introducing other children. Give them opportunities to practise skills in a safe environment.
• Use visual prompts and develop scripts to scaffold conversations.
• Teach about pauses in conversation (watch TV programmes). Social stories can be used to inform the child about social conventions (please ensure they are neuroaffirming).
• Arrange an identified time for talking about their interests (highlight it on the child’s timetable / schedule) e.g. they could develop a presentation to give to the class about a topic of interest.

Understanding social conventions (e.g. politeness and turn taking)

When speaking to others, some children not pick up on signals relating to tone of voice, personal space and level of familiarity.

They may not recognise the need to alter tone and language when speaking to an adult rather than a child. They may be very direct and make comments that unintentionally cause offence because they don’t realise the impact their words may have or how they may be interpreted.

Some children may find turn taking difficult because of the unwritten rules and expectations of others. They may find it tricky to judge when it will be their turn or when the waiting will come to an end. They may find it difficult to predict when it will be their turn if they don’t go first or last.

Strategies

• Teach others how to understand and respect that some children may have a different communication style.
• If the child may present as being direct / rude, without that being the intention, raise awareness amongst staff as to the child’s strengths and challenges. A pen picture / one page profile can be a very useful way of doing this.
• Social scripts can be used to help develop the child’s awareness of social conventions.
• Explain and model, in a private environment, how other people may interpret what has been said and how it may impact on them. Explore ways with the child about how to support them to understand others thoughts and feelings.
• Direct teaching about how some people say things ‘in their head’ and say some things ‘out loud’. Model and practise this skill.
• Model and explain the concept of personal space and how it can vary.
• Play simple games with a clear finish point to build up turn taking skills.
• Play two-way games that involve ‘my turn, your turn’.
• Practise turn taking, starting with short amounts of time to wait and increase the amount of time gradually.
• Use a timer or visuals to show how long they have to wait.
• Use visuals to indicate when it will be their turn e.g. a talking stick to pass around or names being drawn at random.
• Talk about fairness and sharing to help them understand the purpose of turn taking.
• Don’t expect them to turn take in favoured activities.
• Be aware that some children may struggle to transfer skills to new or less structured situations / interactions with new people

Processing instructions

Some children may not respond to or take in group instructions, perhaps not understanding that they are part of the group and that the instruction is meant for them as well as for the others in the group.

Some may not understand the language the adult is using, especially if it is non-literal or context dependent.

They may process verbal information at a different rate to others which may lead to a delayed or apparent lack of response.

Some develop alternative coping strategies when unable to follow group instructions, for example, copying what the other children do which may mask comprehension differences.

Due to executive function / working memory differences some children may struggle to process lengthy or multi-step instructions.

Strategies

• Use the child’s name first to gain their attention (be aware their full name may be necessary if there is more than one child with the same first name).
• Say things in the order you want them to happen i.e. don’t say ‘It’s playtime, put your books away’ instead say ‘put your books away, it’s playtime’.
• Speak calmly and clearly and keep to the point – reduce language.
• Use an appropriate language level. Avoid using abstract / non-literal language (be aware an explanation may be needed if used).
• Allow the child extra time to process what has been said this can be 10 seconds or more for some children - avoid rephrasing instructions.
• Be aware instructions may need repeating or clarifying once they have had time to process them.
• Use visual cues (pictorial, written, diagrams) to support the spoken word.
• Break down key instructions to 1 or 2 steps and present them visually where possible.
• Check understanding by encouraging the child to explain to you what they need to do rather than just repeating back what was said.

Understanding classroom language

Some children may have good memories (particularly for facts) and can acquire extensive vocabularies around topics of interest. This may lead us to over-estimate their understanding of language and their ability to cope with abstract concepts.

Some children may be very concrete in their thinking and understanding of language. Metaphors, idioms and uses of language such as sarcasm or jokes may be interpreted literally.

They may focus on or be distracted by non-essential details of what has been said and may then miss the overall message.

Indirect / polite forms of speech such as ‘Can you put your books away?’ or ‘would you like to read to me?’ are actually instructions but may be interpreted literally and treated as questions by the child.

Some children may not pick up on non-verbal cues and communication, they may understand the actual words but not grasp the speaker’s underlying meaning or intentions. For example, things said in jest or in a teasing way may be perceived as threatening or bullying.

Strategies

• Keep language simple.
• Avoid phrasing instructions as questions.
• Say what you want rather than what you do not want.
• Use visual cues (pictorial, written, diagrams) to support the spoken word.
• Pre-teach new topic vocabulary in advance of classroom use.
• Avoid using abstract / non-literal language (be aware an explanation may be needed if used).
• Explicitly teach idioms, jokes etc and reinforce them in real life situations.
• Check understanding and then model / teach what to do if they don’t understand.
• Do not assume that their level of spoken language matches their level of understanding

Volume or speed of speech

Some children may talk more quietly, loudly, quickly or slowly compared to their peers. This may be because they are unsure of the expectations linked to the context that they are in i.e. talking loudly when everyone else is talking quietly. They may need help to identify that expectations change according to the context that they are in e.g. playground voice versus indoor voice.

Some children may not be aware of how they sound to others and therefore struggle to self moderate speech.

Differences in volume or speed of speech may be an indicator that they are worried or unsure about themselves.

Strategies

• Practice different voice levels and speeds - with the child’s permission this could include recording their voice and playing it back at different volumes.
• Model appropriate voice levels and speed in different contexts.
• Once there is an understanding of their own different voice levels / speeds, use visual cues (gesture or card) to let them know what the expectations of that context are. This could be a whole class approach - see Appendix for example voice control visual supports.
• Listen to different examples of people talking at a range of volumes and speeds and discuss what the volume and speed may convey to others.

Repetitive use of questioning or phrases

Some children may use phrases or questions in a repetitive way.

Some may be unsettled by events that aren’t part of familiar routines and may ask repeatedly about what is going to happen. The questioning may be directed at a range of people even if one person has already provided an answer. This may be due to uncertainty about timing and sequence of events or that they are looking for a specific response or answer which is reassuring.

Some children may have a fascination with predictable answers and may say something repeatedly until they get their desired response.

Strategies

• Make the environment as predictable as possible for the child, prepare them for any changes where possible (e.g. use of visual structure-schedules / timetables).
• Begin by building up a sense of the immediate future for them. Talk to them about what is going to happen. You could say ‘first… and then…’ They can be helped to understand what is going to happen next by being shown a visual cue.
• Use visuals to show the sequence of events and break down of tasks (see Appendix for visual support checklist, to identify the level of visual support) These could include:
  • objects of reference
  • a first and then board using photographs or symbols
  • separate morning and afternoon schedules
  • full day schedule
  • secondary school type timetables
  • calendars.
• Acknowledge that repetitive questioning may indicate raised anxiety levels then consider what might be the underlying cause and address it.
• Turn the question back to the child ‘you tell me’.

Hyperfocus on a particular topic

Some children may talk about an interest to the exclusion of other topics, with little awareness of the listener. They may do this because they want to engage in conversation but don’t know how to join or start the chat.

Talking about their interests may increase at times of change and uncertainty- just like other forms of rituals do- and may be an indicator that they are feeling unsettled.

Their willingness to talk about topics of interest is a strength and can be used to support them in developing conversational skills.

Strategies

• Give clear guidelines and expectations about appropriate times and places for talking about interests. Use visuals to communicate this.
• Acknowledge that talking about a favourite topic may indicate that they are unsettled - make the environment as predictable as possible (See strategies on Repetitive use of questions or phrases page).
• Raise self-esteem by providing opportunities for them to share their knowledge about their interest with other children.
• Teach conversational skills and help identify alternative topics.
• Use communication around their interest to directly teach conversational skills.
• Provide a framework for conversations supported by visual prompts and reminders. This can include:
  • different topics of conversation
  • conversation openers
  • cues to indicate when to stop or pause. Engage trusted peers and staff in supporting this. (See strategies on Taking part in two-way conversations)

Understanding flexibility around rules

Explicit rules provide useful boundaries and guidance for everyone. In a confusing world, rules and expectations provide comforting structure and predictability. If rules change or appear ‘flexible’ some children may become unsettled.

Due to literal interpretation and linear thought processes some children may not recognise times and situations where rules can be bent, re-negotiated or broken.

Some may find it difficult when others flex rules or do not strictly adhere to them. They may feel a need to point this out to the ‘rule breaker’ or adults around them.

Strategies

• Provide visual support to aid understanding and interpretation of rules and expectations.
• Provide opportunities with a key adult to explore times when rules may have been broken or bent.
• Give support to identify the difference between a serious rule break and rule bending and the consequences for this.
• Explicit teaching about why rules get “bent” or “broken”.
• Make it very clear whose role it is to deal with rule breaking. Ensure the child knows that rule breaking is being dealt with even if they don’t see it happen.
• Clarify any rules or expectations at the beginning of activities / games.
• Encourage the child to accept others’ rules through 1-1 or small group work where everyone takes a turn to make up the rules in games.

Managing change

Children often rely on routines, especially if they have difficulty predicting future events. Because of this, some insist on things happening in a set order. This order can provide a sense of security and comfort. A change in routine may threaten this sense of security. If no routine is apparent they may try and create their own routine.

Changes to routines can cause problems, especially if the child isn’t able to predict what comes next. Smaller changes can be just as difficult as big ones. Routines mean safety and whilst a routine can be helpful it is important to support a child to manage when changes occur. Children’s responses to change may not be displayed immediately.

Strategies

• Use of visuals can help increase predictability and ability to manage change.
• Whenever possible prepare the child for changes to routines and staffing.
• Staff in school need to be aware of and minimise the number of changes a child is expected to manage, including change of staff, rooms, activities.
• For times when changes can’t be anticipated teach the child coping strategies to manage situations and their feelings.
• Use home / school communication methods to inform parents of changes so they can support and help prepare their child at home.
• Changes to routine need preparing for – looking at photos, videos and websites can be helpful for trips. Changes to the school day can be shown on a visual timetable and a calendar can help provide a countdown to change

Managing transitions

Big transitions, such as moving between year groups or key stages, can be particularly challenging for some children. These changes often involve new routines, environments, adults and expectations - all of which can feel overwhelming. Children who rely on predictability may find it difficult to adjust and may need extra time, support and reassurance to feel safe and settled during these periods of change.

Small changes may also be challenging e.g. transitioning from one task to another or one adult to another. Some children may have a need to complete something once they have started it. This can take priority over whatever else they should be doing and they may become upset if unable to ‘finish off’.

Strategies

• Prepare the child in advance for any transitions and where possible involve them in planning.
• Develop a timely, individualised transition plan for the end of each school year / key stage. (See ASET guidance for Year 6-7 transition.)
• Provide opportunities to visit or see photos of new places and people – particularly at times of transition.
• Plan regular visits to new school / class – look at playgrounds, toilets, cloakrooms etc.
• Provide opportunities to build relationships with class teachers and TAs, invite new members of staff to get to know the child in their current setting. Send the child with messages to their new teacher / TA.
• Build up a scrap book containing child taken photographs, maps etc for them to keep and refer to at home.
• Use calendars to provide a countdown to transitions.
• Develop routines supported by visuals to aid with everyday transitions.
• Try to minimise the number of staff the child is expected to transition between (but don’t be reliant on just one member of staff).
• If the child becomes upset if unable to ‘finish off’ communicate a clear end to tasks when they start them – this could include use of a timer, explicit targets, jobs lists or marks on the page of where they need to get to.
• Provide countdowns to end of activities / lessons supported by visuals.
• Allow processing time to prepare for transitions.
• If transitioning from a favourite activity use natural end points such as break / lunch / end of day as the finish point

Processing auditory sensory input

Some children may have heightened responses to certain sounds, which can make environmental noises feel overwhelming or distracting. For example, sounds like the grass being cut or a faint buzzing light in the classroom might be more noticeable and distracting to them, even if others don’t hear them.

To manage this sensory input, some children may cover their ears, engage in repetitive behaviours, or make sounds themselves, such as humming. These actions can serve as a way to self-regulate or “tune out” the noise that is bothering them.

Some children may find it difficult to focus or pay attention, when there are sounds that bother them, as the sensory input can feel intense or even painful.

It's important to recognise that these reactions are valid and part of the child’s sensory experience. Understanding and being aware of how these sounds can affect an individual can help create a more supportive environment for them.

It is important to remember that sensory needs can change depending on a child’s emotional or physical wellbeing and may fluctuate throughout the day

Strategies

• Gather information from key adults including parents and the child to develop a sensory profile. See North Lincolnshire Sensory Toolkit.
• Talk to the child to help them identify the noises - they may not realise that other people aren’t experiencing them in the same way.
• Adapt the environment, look at where child is placed, are they near any sources of sound i.e. computer, clock, windows. Can the pupil sit away from noise? E.g. sit outside the hall for assembly, move their lunch table away from the noisiest area.
• If the child will tolerate them, use ear plugs or defenders as appropriate.
• Teach the child strategies they can ultimately use independently to self-regulate e.g. knowing when to use ear defenders and when it is okay to take them off.
• Try to cut down as many sources of extraneous noise as possible - or deal with specific sources of noise (e.g. chair legs which have lost their rubber tips and which squeak on the floor, dripping taps, ticking clocks etc).
• Prepare them in advance for places or experiences that may make auditory sensory demands that cannot be avoided , e.g. an echoey hall, sports day, swimming. Remind them of strategies they can use.

Please see the North Lincolnshire Sensory Toolkit for more information and ideas

Processing tactile sensory input

Some children are more sensitive to touch and may feel overwhelmed or uncomfortable in certain situations. For example, something as simple as someone brushing past them could lead to a big reaction.

Other children may enjoy physical contact, but only when it's on their terms. They might struggle with touch if it happens without warning.

There are also children who actively seek out touch because it helps them feel calm or meets a sensory need.

Every child’s experience with touch is different, so it's important to understand their individual profile and support them to meet their needs in a safe way.

It is important to remember that sensory needs can change depending on a child’s emotional or physical wellbeing and may fluctuate throughout the day.

Strategies

• Gather information from key adults including parents and the child to develop a sensory profile. See North Lincolnshire Sensory Toolkit.
• Avoid touching children with tactile sensitivity, especially if they are in an emotional state.
• If you need to touch a child ensure that you give them a warning of what is going to happen and time to process this.
• Role model situations and practise appropriate responses with the child to help them cope with unexpected contact.
• Use approaches to minimise the impact of the environment for children who have a heightened response to touch. Identify an area for the child to be where there will be minimal footfall around them. For example, allow the child to sit at the end of a table, or by the edge of the group on the floor - they may need their own space to feel comfortable or may need a cushion or mat to sit on. During assembly let them sit at the end of a row, near an exit.
• For children who seek out touch / hugs in school, redirect them to more appropriate interaction i.e. high five etc. Modify their environment to provide more intense tactile experiences.
• Provide opportunities for regular sensory input throughout the day.

Please see the North Lincolnshire Sensory Toolkit for more information and ideas.

Processing visual sensory input

Some children may avoid eye contact or appear to stare past others. This can be a way they process information and they may find it challenging to look at someone while also focusing on listening. It’s important to understand that this doesn’t mean they are disengaged - it’s just their way of managing sensory input.

Some children may seem hesitant or uncoordinated when navigating physical spaces, such as steps or kerbs, which could be due to differences in how they perceive coordinate movement. They might also focus intensely on small details, such as a scrap of paper on the floor, while missing the broader context or bigger picture.

Their eye for detail can be a strength but may mean their focus doesn’t always match what the adult’s focus is.

Certain sensory inputs, like bright or flickering lights, can be overwhelming and even painful for some children. These students may find relief by wearing caps indoors or in dimmed or darkened environment where sensory overload is reduced.

It is important to remember that sensory needs can change depending on a child’s emotional or physical wellbeing and may fluctuate throughout the day.

Strategies

• Gather information from key adults including parents and the child to develop a sensory profile. See North Lincolnshire Sensory Toolkit.
• Limit the visual distraction in the environment by making it as structured as possible. Work areas, worksheets, even display spaces, where possible, should not involve ‘cluttered’ visual information.
• Adjust worksheets so that they are uncluttered, but provide clear visual information, such as where to start, where to finish, where to put the answers etc.
• Be aware of where the child sits - are there any visual distractions e.g. lights, blinds, displays etc.
• If the child has difficulty giving eye contact, respect this. Teach socially acceptable ways of letting someone know they are giving attention without eye contact e.g. a shift of gaze or using gestures.
• If the environmental adaptations involve the use of an independent workstation make sure the child also has a class space and every opportunity is made to include them, where appropriate, to avoid isolating them from their peers.

Please see the North Lincolnshire Sensory Toolkit for more information and ideas.

Motivation

Some children have deep, focused interests in specific topics, which can be a real strength. Their intense focus allows them to develop expertise and mastery in areas they are passionate about. However, they might not feel as engaged with other topics that don’t capture their attention in the same way.

Motivation can also look different for some children. They may not respond to extrinsic motivation such as social incentives e.g. stickers, team points, praise etc. Instead, intrinsic motivation tied to their interests or personal goals often drives their engagement. Because of this, traditional rewards or praise may not always be as effective. It can be more helpful to offer tangible rewards that are directly connected to their interests given as close as possible to the action being rewarded.

Alongside considered use of motivators it is important to remember that some children’s apparent lack of motivation may be a result of the environment they are expected to learn in. It is important to create an environment that minimises overwhelming sensory input and allows them to use their strengths to engage in learning. It is important to acknowledge that the challenge could be environmental rather than motivational.

Strategies

• Consider the learning environment and any sensory demands. See strategies in The learning environment section.
• Be mindful of the social demands an activity may be placing on a child and adjust expectations accordingly. See strategies in Navigating group dynamics section.
• Where possible address areas of the curriculum via the pupil’s interests, e.g. word problems could involve cars, favourite characters etc.
• Use visual means e.g. timers, to help them get a sense of how long things will / should take, both for own choice & adult directed activities.
• Break tasks down into small, achievable chunks presented visually e.g. a jobs list. Ensure what finished looks like is clearly communicated.
• Personalised motivators work best. Where possible involve the child in choosing their motivator.
• Direct praise, including an explanation as to why the praise is being given, is often more effective than whole class praise.
• Make it clear and explicit what the child has to do to earn a reward, make sure this is a realistic and achievable expectation. Present this visually and maintain consistency - if they have met the criteria the reward must be given even if other expectations have not been met. Systems that earn rewards rather than have them taken away are more effective.

Be aware that some sanctions may inadvertently reinforce unwanted behaviour e.g. stopping in at break time if a child doesn’t finish their work when the child finds playtimes difficult.

Personal organisation

Some children may experience executive functioning differences such as difficulties with personal organisation. They may feel overwhelmed when trying to manage multiple tasks at once, such as processing language, planning, and responding to social demands. Sensory demands such as busy times of the day or crowded environments can make these challenges more pronounced.

Organisational differences may present in many ways for example:

• Planning routes and journeys.
• Presentation and recording of work, especially if faced with a blank page.
• Having the right materials and equipment out at the right place and right time.
• Knowing how to tidy up.
• Knowing what to bring from home and take home on a given day.
• Managing time within the lesson so work is completed.

Despite appearing to have a lack of general personal organisation some children may be particular about having things in the right place or in the right order which may impact on their ability to engage with a task.

Strategies

• Consider the learning environment and any sensory demands. See strategies in The learning environment section.
• Be mindful of the social demands an activity may be placing on a child and adjust expectations accordingly. See strategies in the Navigating group dynamics section.
• Visual prompts can be used for many situations e.g. what to take home, equipment needed for a lesson, the order for changing for PE. These can be presented using photographs, symbols or the written word dependent upon the child’s stage. Reminders may be needed for the child to use to use prompts and checklists.
• Alongside the class visual timetable a personal visual timetable with organisational prompts may be needed.
• Avoid presenting too much work at once. Break tasks down into small, achievable chunks presented visually.
• Make work expectations clear e.g. 3 sentences in 5 minutes, use timers to help them gauge the passage of time.
• Provide structure / scaffolding for tasks. Ensure what finished looks like is clearly communicated.
• Visuals supports such as mind-mapping, graphic organisers etc. may be a useful strategy to help a child organise their thoughts for writing

The learning environment

When children are motivated or particularly interested, they are often able to concentrate at a level that matches their developmental stage.

Some children may experience challenges with both internal and external distractions. Internal distractions can include their own thoughts, while external distractions may be related to sensory input or social expectations (see Processing Sensory Input and Social Relationships sections for more details).

Some learning environments can place a lot of communicative demands e.g. understanding and responding verbally to instructions or spoken information. Social expectations of turn taking and other interactions in paired or group work can add additional demands on a child, reducing their capacity to respond.

When overwhelmed a child may withdraw or employ avoidance strategies to manage the environment they are in.

Strategies

• Be aware of the range of demands the learning environment may place on a child e.g. distractions, sensory, social and communication. Review and adapt accordingly.
• Be realistic about pace of work and level of concentration expected.
• Use the child’s name first so they know that the task / instruction applies to them.
• Reduce the amount of verbal input. Allow time for information to be processed.
• Check the child’s understanding of what is expected. Be aware they may repeat what has been without understanding it.
• Support verbal instructions visually.
• Provide high levels of structure; this can be done at number of levels. Visual prompts such as first (task), then (motivator). Visual timer to show time scale. Narrow down choices / provide structure during free flow activities.
• Break tasks down into small, achievable chunks presented visually with the end product being clear to the child.
• Consider the size and type of paper being used, especially if blank.
• Reduce the amount of visual clutter on worksheets, could the worksheet be cut up into smaller sections and presented one by one.
• Ensure their workspace is as distraction free as is practical. A workstation may be of benefit. See strategies in Processing visual information section.
• Try to use the child’s interests to capture and maintain focus.
• If distracted by internal thoughts, identify set times for the child to talk about what is on their mind.
• Use a clear reward system, see strategies in Motivation section.

Working Independently

Some children may find it challenging to work independently for a variety of reasons. Many of them thrive in structured environments with clear guidance and support, so without this, they may feel unsure of what is expected of them. They may find it tricky to generalise information and skills across different tasks and environments.

They might struggle with executive functioning skills, such as planning, organising and task initiation which are key to independent work. Additionally, sensory sensitivities or social demands can impact on their ability to focus and complete tasks. For some, the pressure of perfectionism or the fear of making mistakes can prevent them from starting or completing tasks on their own. As a result, they may rely on prompts or reassurance from others, which can make independent work feel particularly challenging.

Conversely, the child may be independent but may misinterpret the task and be reluctant to revisit something once they believe they have finished it correctly.

Strategies

• Consider the learning environment and any sensory demands. See strategies in The learning environment section.
• Make independent tasks as structured as possible with clear indications of expectations, start, finish and what to do when finished.
• Ensure that what finished looks like is clearly communicated with visual reminders. Give worked examples.
• Make tasks easily attainable, small step and enjoyable to help promote independence.
• Use visual cues (written or pictorial) for task expectations, broken down into small manageable steps.
• Help to organise equipment needed see strategies in Personal organisation section.
• Provide additional arrangements which would support independence such as alternative means of recording, having tables pre-drawn etc.
• Check the child’s understanding of what is expected (be aware they may be able to repeat the instruction back without understanding).
• Use motivators see strategies in the Motivation section.
• Ensure any adult support focuses on scaffolding and mediating learning.
• Model strategies for dealing with making mistakes.
• Provide structure and support for any decision making that is needed.

Processing and retaining key information

Some children may face challenges when it comes to retaining key information due to differences in how their brains process, store, and retrieve information. For some, difficulties with working memory (where short-term information is held and manipulated) can make it harder to remember important details, instructions, or steps in a task, even if they have excellent long-term memory.

Sensory sensitivities or distractions may further impact their ability to focus, making it difficult to absorb and retain key information in the first place. Additionally, verbal processing differences can play a significant role, as some children may process spoken information more slowly. This can result in difficulty keeping up with conversations or learning new concepts when input relies heavily on spoken language.

Differences in executive functioning skills, such as organisation and prioritisation, may impact on the ability to link new information to what they already know, which affects long-term retention. These challenges can make it harder to keep track of what’s important and apply it when needed.

Strategies

• Consider the learning environment and any sensory demands. See strategies in The learning environment section.
• Check the child has understood what they have to do (be aware they may be able to repeat instructions back without understanding).
• Be prepared to repeat instructions. Back up verbal instruction with visual prompts.
• Give the child time to process verbal information and to formulate a response.
• Support key information visually.
• Consider pre-teaching to prepare for new vocabulary and skills.
• Break tasks down into small, achievable chunks presented visually.
• Model processes and support tasks visually.
• Leave a record of worked examples for the child to refer to.
• Use of task planners, mind maps, journals, diaries or lists to help record key information.

Homework

For some children homework blurs the line between what they see as two very discrete areas of their life.

There may be a lack of understanding of the role of homework and an inability to see the connection with improved outcomes in the future.

Homework may not always be recorded accurately, leading to it being done at the wrong time, forgotten, misinterpreted or not handed in.

It may be that skills learnt at school are not transferred to the home environment and a child may be unable to do an activity at home that they could do while in school. Some children are exhausted by the end of the day and it is unrealistic for the child and the family to battle with anything but the most essential reinforcement at home.

Strategies

• Support parents to identify an area for homework which takes into account the environment and sensory needs.
• Support parents to create a routine at home linked to when and where homework will be completed.
• School expectations around homework may need to be reduced if the situation at home is particularly difficult. A time limit rather than full completion may be a more appropriate approach.
• Identify time in the school day for homework to be done removing the need for it to be completed at home - access to a ‘Homework’ club if available.
• Support the recording of homework in a diary, using peers as appropriate.
• Make expectations realistic and achievable and deadlines very clear.
• Liaise with home so skills learnt in school can be reinforced in a consistent way in the manner they have been taught.

Managing big feelings

Some children may have differences in the way they interpret the motives and intentions of others. Social interactions, particularly in unstructured situations, can sometimes be difficult. Feelings of frustration or disappointment in this area may lead to strong reactions, especially if they feel misunderstood or left out. In these moments, tension might manifest as frustration or withdrawal. Sensory overload may also lead to similar outcomes.

Some children’s emotional development may be happening at a different rate to their peers, resulting in reactions adults may perceive as being immature. For example, a child may expect to be chosen first all of the time or struggle to wait their turn.

Some children are motivated differently than their peers. They may not be as influenced by social expectations or external approval and may not feel the same pressures to conform. In addition, they may not always recognise how their behaviour is perceived by others.

Some children also tend to process and recall past experiences differently. They may revisit past events, both positive and negative long after they happened, and these memories can influence their emotions and behaviour.

Strategies

• Keep a record of occurrences and identify any patterns or triggers. A diary, ABC or STAR analysis may help with this.
• Consider changes to routine or environmental factors which may contribute to emotion levels. See strategies in Managing change section and The Learning environment section.
• Reduce language and give space when a child is experiencing big feelings.
• Support the child to develop their emotional vocabulary and to explore degrees of emotions and the words linked to them e.g. mildly annoyed through to furious.
• Teach them to recognise signs within their body (interoception) that can help them to identify and name their feelings and the intensity of them.
• Work with the child to develop a visual record of strategies that work for them linked to the environment they are in e.g. 5-point scale or Zones of Regulation.
• Involve the child in post-incident learning, talk about what happened and look at a range of alternative responses and coping strategies for future happenings. Support with visuals e.g. drawing and talking, typing etc.
• Gradually increase the amount of time the pupil has to wait for gratification. Start by choosing them first when they correctly indicate they want a turn, then slowly increase the amount of time before being chosen.
• Use visuals to indicate when it will be their turn, for example, an object being passed round to indicate whose turn it is or lollipop stick with children’s names on being drawn out of a pot at random.
• See strategies in Understanding social conventions (e.g. politeness and turn taking) section.

Worries

Some children find it challenging to predict what will happen next, and routines can provide a strong sense of security. They may ask the same questions repeatedly to confirm consistency or because hearing the answer feels reassuring. Others may be highly focused on being on time and feel uncomfortable with unpredictability.

Some experience challenges in understanding expectations of others or the reasons behind their actions.

Some children may internalise worries, leading to self-soothing behaviours such as hand-biting, skin-picking, or other repetitive actions.

Worries can sometimes stem from past difficult experiences, especially those heightened by sensory sensitivities or a lack of clear understanding at the time. For example, a loud fire alarm or overwhelming noise in the dining hall may leave a lasting impression. The fear of a similar situation happening again can become a strong concern, even in unrelated circumstances.

• Use visual structure and consistent routine to promote predictability.
• Use "if-then" planning (e.g., "If the schedule changes, then we will...") to help them prepare for uncertainty.
• Prepare the child for changes in routine and environment - verbally and visually. If it’s not possible to prepare them in advance give an explanation as to why the change is happening and when things will return to normal.
• Help the pupil to understand social situations, see strategies in the Social Relationships section.
• Encourage safe ways to express emotions, such as drawing, journaling, or using sensory tools.
• Explain the science behind events / objects to help them understand why things might happen in a certain way.
• Where possible, alter the environment to remove the source of worry.
• Introduce new activities in a planned manner, using concrete examples, in a calm environment.
• Provide calming sensory input. Relaxation routines and stress-relief toys can help. Support the child in developing self-regulatory strategies.
• Complete work around emotional literacy in relation to worries. See strategies in Worries section and Managing big feelings section.
• See strategies in Repetitive use of questioning or phrases sections.

Understanding themselves

Some children may start to notice that they experience things differently to their peers. This can include differences in how they think, communicate, experience emotions, or process sensory information.

For children with a formal diagnosis of autism, the decision about whether to share this information with them is a personal one and rests with parents. However, if school staff notice that a child is beginning to question their differences or struggle with their sense of identity, they should discuss this with parents.

If parents choose to share this information with their child, support is available on the Local Offer website to help guide the conversation in a positive and affirming way. Some children may experience social, emotional, or sensory differences similar to those seen in diagnosed individuals but may not have a formal diagnosis. Regardless of labels, all children benefit from understanding and support that helps them feel confident and valued for who they are. Working with the child to create a one-page profile can help them to identify their strengths and advocate for themselves.

Strategies

For children with a diagnosis

• If a child is starting to question themselves, help them to understand their autistic identity. Provide opportunities for discussion with a trusted adult. See Appendix for recommended books.
• Raise whole school awareness of neurodiversity. Celebrate neurodiversity week using resources freely available online. The following resources may help with whole school/class activities;
  • LEANS curriculum
  • Neurodiversity week
• Most diagnostic reports have a list of useful resources.
• See Appendix for a list of useful books to share with parents.
• Work with the child to create a one-page profile highlighting strengths and areas for support.

Where the pupil is not aware or is not diagnosed with autism

• School staff can speak to the child and peers about celebrating individual differences and supporting each other to develop tolerant and supportive attitudes and behaviours through PSHCE resources.
• Work with the child to create a one-page profile highlighting strengths and areas for support.

Interpreting feelings (self and others)

Some children may interpret body language differently. They might not always notice or respond to facial expressions or gestures the way others expect. This is especially common in situations involving unfamiliar people or new environments.

They may express themselves in ways that don’t follow typical patterns or are different from their peers.

Differences in interoception, the sense that helps us notice and understand internal body signals, can also play a role. Some children may find it difficult to recognise what their body is telling them, such as whether they are tired, hungry, anxious, or excited. If they can’t easily identify their own emotions or physical states, it can also make it harder to understand what others might be feeling.

Strategies

ALWAYS TEACH EMOTIONS WITH CONTEXT - tears can have very different meanings dependent on the context they are shed in.

• Look at books or pictures together. Say, ‘let’s find a happy face,’ or ‘which one is cross?’ Then ask why.
• Cut out cartoons, pictures from magazines or take photographs to make emotions collections.
• Model facial expressions (own and others) using mirrors - make a happy face, angry etc.
• Talk about what people are doing and how they might be feeling. Prepare for unfamiliar situations when people may dress or behave in ways they have not come across before.
• Communicate how people’s actions make you feel and explain why, support the child in doing the same.
• Verbalise what you feel or mean when you use gestures, such as a shoulder shrug for ‘don’t know’ or ‘not bothered’ dependent upon context.
• Watch video clips with the volume turned down - discuss the character’s body language and facial expressions to work out how they may be feeling.
• Teach emotional vocabulary and the scale and range of emotions.
• Teach situational understanding of emotions and that people may experience emotions differently to them in the same situations.

Top Tips for using visual supports

Start Simple

Begin with one or two visuals that meet an immediate need (e.g. “toilet”, “finished”, or a first–then board). Too many at once can overwhelm or confuse.

Standardise

Use a consistent format, style, symbols and words across environments (e.g. classroom, corridors and home) so children can recognise and understand visuals more easily.

Pair with Speech

Always use spoken language alongside the visual. For example, say “toilet” while showing the toilet symbol. This builds understanding and reinforces meaning.

Consider placement & accessibility

Place visuals where the child will naturally see and use them—at eye level, in consistent locations, and within reach. Avoid cluttered spaces that may cause overload.

Use clear images, appropriate font sizes, and ensure visuals are at the right level for the child’s developmental and communication stage. Consider using objects, photos, or symbols based on what works best.

Involve the child/children

Check in with children on use and engagement. Wherever possible, involve the child in choosing or designing visuals. This promotes ownership, increases motivation, and ensures relevance to their needs

Be consistent

Always use the visual support in the same way. If a visual schedule is introduced, refer to it regularly and predictably to build trust and understanding. Frequent exposure helps children process and internalise what the visual is communicating, especially when learning new routines or expectations.

Which visual should I use?

Object of reference

For children who can't yet match an object with a photo e.g. show a cup for snack time.

Photographs

For children who can match objects with photos but struggle with the abstract nature of pictures and symbols.

Pictures/Symbols

For children who can link an abstract picture or symbol to an activity or range of activities

Written words

For children who can read confidently.

It's good practice to introduce the next level of visual alongside the current one. Do not just replace. Ensure any photographs are of the actual object and are clear without unnecessary background details.

Visual timetable examples

Things to consider

• A combination of formats may need to be used. For example: a short sequence showing jobs then choosing alongside a half day structure or a first then alongside a half day.
• Ensure you are using the visual at the right developmental level for the child e.g., object, photo, symbol, words.
• Can you use of a motivating format such as including a picture of their interests?
• Will the sequence be presented vertically or horizontally?
• How will you store the visual cards that are not in use? They need to be easily accessible but not on show to the child.
• Do you need a keyring or lanyard with key single visuals on that require access on the go?

Single item/object

Show the child key items for each activity e.g., cup for drink, book for story time etc.

First... Then
Now... Next

You can use an object, photo, symbol, or written word. If using an object show the object for the first activity and say “FIRST ___,” then show the object for the next activity and say “THEN ___.”

Short sequence

A sequence can be based on a set number of jobs before reward time or it can show the activities for a session.

Zones of regulation

What are zones of regulation?

The Zones of Regulation is a color-coded system that helps children notice and talk about how they’re feeling and identify strategies to remain calm, focused and ready to learn.

A core belief of The Zones of Regulation is that all the Zones are okay. We routinely experience several of the Zones across a day. It’s critically important that we don’t convey the message that the Green Zone is the only acceptable Zone to be in. Acknowledge, accept, and support these feelings, never make anyone feel like the Green Zone is the norm.

• Zones are based on feelings not behaviours
• All the Zones are ok
• The Zones of Regulation is not a compliance-based model.
• The Green Zone is not the goal.
• How we teach The Zones matters

Using Zones of Regulation in the classroom

Teach the language

• Model your own zones. Don’t just focus on green, share when you are in other zones. “I’m in the Yellow Zone -I’m excited ...”
• Use picture cards or emoji to support learners with limited language.

Build a toolbox for each Zone

• Support the child to identify strategies that can support them when they are in each of the zones. Strategies can be recorded on a zones chart

Embed regular check ins

• Use observations when checking in. I can see you are yawning, what zone are you in? Don’t label the zone for them.
• Consider that check in can feel hard -don’t force someone to check in.
• Don’t only use zones check ins during challenging moments

Practice, don’t punish

• Praise zone-matching strategies “Nice job choosing a break when you felt Yellow!”.
• There should not be rewards or punishments for being in any zone.

The Blue Zone

• Sad
• Tired
• Sick
• Bored
• Feeling slow
• Possible body signals include heavy limbs, moving slowly, slow heartbeat, fuzzy head, low energy.

Used to describe low states of alertness and down feelings, our energy is low and our body is moving slowly. When in the blue zone we often need to rest, recharge or energize to meet our goals.

The Green Zone

• Calm
• Happy
• I'm focused
• Feeling ok
• In control
• Possible body signals include relaxed muscles, comfortable body temperature, focused/engaged brain

A calm, alert state. The nervous system feels safe, organised, and connected, helping us be primed to learn. However, we can learn in other Zones too. We regulate by using tools and supports that keep us moving forward, helping us feel ready to go!

The Yellow Zone

• Excited
• Anxious
• Nervous
• Frustrated
• Confused
• Possible body signals - wiggly, heart beating faster, body warming up, muscles tense, thinking faster

Our energy is higher, and our internal state starts to elevate. Our emotions get a little stronger. In the Yellow Zone we may need to take action to regulate to manage our energy and feelings as they get stronger.

The Red Zone

• Angry
• Scared
• Panic
• I want to yell
• I'm not in control
• Possible body signals - fast heartbeat, skin flushed, hot/sweating, muscles tense

A state of extremely high energy and intense, very overwhelming feelings. We may be in an extremely heightened state of alertness, potentially triggering our fight, flight, freeze or flee protective response. When in the Red Zone we might need to pause and assess if we need to regulate and gain a sense of control of our strong feelings and high energy.

5 Point Scales

A 5-Point Scale is a tool that helps children rate their stage or level of emotion or behaviour using a simple, visual system. It reduces abstract ideas, like feelings or social expectations, into clear, easy to understand numbers from 1 to 5. This visual approach supports children in recognising their emotional states or responses in order to express and respond more effectively.

How to develop a 5-point scale

1. Decide what the scale will focus on.
2. Explore the vocabulary linked to the focus and order it according to impact/intensity.
3. Work with the child to support them to put the words in order from lowest intensity(1) to highest (5).
4. Describe each level clearly. Identify and describe how this might look at each level. What does it look/sound/feel like? Record this on a chart (see examples).
5. Explore strategies that the child can try to use when experiencing each of their identified levels.
6. Add visuals. The child can choose an illustration such as favourite characters, draw their own and identify colours to go with each level (see examples).
7. Practice using the scale. Go over each level together with the child. Practice labelling feelings/behaviours using the scale. Use real-life or role-play situations to rehearse.
8. Use it in daily life. Keep it visible (e.g., on a desk, wall, or as a card) Encourage the child to say their “number” when checking in. Ensure that all staff are aware and support the child to use it.
9. Review and Adjust. Check in regularly: Is it working? Modify language or pictures as the child grows or needs change

Adapted from https://www.5pointscale.com/

Example 5 point scales

Voice levels

• Outside - Loud like a cow
• Front of class presenting - Proud like a horse
• Talking voice - Chatty like a chicken
• Whispering - Quiet like a mouse
• No talking - silent like a rabbit

Group check in

• 5 - I'm really glad to be here. I will participate and may even be able to help others.
• 4 - I am glad to be here, and I will participate.
• 3 - I am here. I might or might not participate.
• 2 - I am here. I will not participate but I will not disrupt.
• 1 - I will not participate, and I may disrupt if I have to stay.

Books

Talking about autism - picture books

• The abilities in me: Autism by Gemma Keir
• Just right for you: A story about autism by Melanie Heyworth
• The superhero brain (boy/girl) by Christel Land
• My Awesome Autism by Nikki Saunders
• Bear: A story of autism and difference by Leanne Coelho

Talking about autism - older age books

• A different sort of normal by Abigail Balfe
• The Spectrum Girl's Survival Guide by Sienna Castellon
• The Awesome Autistic Go-To Guide: A Practical Handbook for Autistic Teens and Tweens by Yenn Purkiss and Tanya Masterman
• Being autistic by Niamh Garvey
• The Secret Life of Rose: Inside an Autistic Head by Rose & Jodie Smitten

Learning / Sensory breaks

Some pupils may benefit from purposeful breaks built into their day. These breaks can support focus, regulation, and emotional wellbeing. Each type of break serves a specific purpose and should be matched to the student's individual needs.

Sensory break

Purpose:

• To help regulate the sensory system when overstimulated or under-stimulated.
• Provide students with opportunities for movement to organise their body and brain for better learning.
• Increase attention, focus, and self-regulation in the classroom.
• Allow children to de-escalate from sensory stimulation, to relax, self-regulate, and feel more comfortable.

When to use:

• Before signs of dysregulation appear, preventative, not reactive.
• Especially useful before long periods of concentration or sitting.
• Should be built into daily routines to maintain regulation.

Check-In Break

Purpose:

• A chance to regulate emotions or talk about feelings.

When to use:

• At regular points in the day (e.g. morning, after lunch).
• When a child seems upset, withdrawn, or just needs a quiet moment to connect.
• As part of a daily routine to build emotional literacy and classroom connection.

Brain Break

Purpose:

• A short mental rest to prevent cognitive fatigue or social overload.
• Enhances Learning. Giving the brain time to process information, can improve memory and understanding.

When to use:

• Between lessons or tasks.
• After focused work to reset and recharge attention.

Choosing time

Purpose:

• Gives children a chance to make their own choices within safe boundaries.
• Encourages independence, decision-making, and personal responsibility.
• Promotes engagement and motivation through preferred activities.

When to use:

• After completing work or tasks (as part of a work-break routine).
• During transitions to help with regulation.
• As a break or reward to support focus and cooperation.

Alternatives to writing

In most classroom settings, children are expected to produce written work as a demonstration of their learning. However, not all children can access traditional writing methods with ease. For some children, the physical and cognitive demands of writing can become a barrier to demonstrating their understanding.

By providing alternative ways for students to record and share their learning, we ensure that every child has equitable access to the curriculum and the opportunity to succeed on their own terms

Verbal

• Tell an adult or peer the answer.
• Voice recordings (using a tablet or app).
• Dictate to an adult or scribe.

Drawing/Visuals

• Draw a picture or comic strip to show understanding.
• Use symbols, diagrams, or mind maps.
• Match or sequence picture cards.
• Match sentences to pictures.
• Story maps.

Scaffolds

• Use sentence starters or word banks.
• Cut up sentences and reorder.
• Fill in blanks with choices.
• Writing frames.
• Venn diagrams for sorting.
• Task planners.
• Edit and improve sample text.

Performance

• Role-play or act out learning.
• Use gesture or sign.
• Do a mini-presentation, retell, or teach-back activity.

Digital tools

• Type answers (keyboard, iPad, Chromebook).
• Use speech-to-text software.
• Drag-and-drop or interactive apps (e.g., Seesaw, Book Creator).

Hands on

• Build a model (e.g. with LEGO, clay, objects).
• Sort or group items.
• Use puppets or figures to act out ideas.

Workstations

A workstation is a place where a child can go to complete work. They can be set up for independent work or used for work that requires adult input. They should not replace a child’s place in the classroom but should be used in conjunction with class teaching whenever appropriate.

Benefits of a workstation include:

• Promoting independent learning
• Providing a structured and quiet space that helps reduce distractions
• Offering visual cues and routine to support focus and task completion
• Encourages the development of independence and organisational skills

How do I set up a workstation?

1. Choose the right location - Identify an appropriate place for the workstation to be set up. Ideally it needs to be in a distraction free area or a place where distractions can be minimized. Avoid locations where people walk past frequently, as this may cause discomfort or reduce focus
2. Keep it clutter free - The workstation should tidy and organised, containing only the resources needed to complete the task. Unnecessary items should be removed to avoid visual or sensory overload.
3. Structure the tasks clearly - The tasks presented should be structured, have a clear finish point and use a range of activities that that the child can complete independently. Choose tasks that are naturally engaging and build on the child's strengths and interests. Tasks should require minimal adult support and little or no prior setup by the child.
4. Use visual supports - Include visual aids to help the child understand the task sequence, expectations, and what to do next. These may include visual schedules, checklists, or symbols.
5. Monitor - Track how often the workstation is used. The long-term goal is for the child to access work in the classroom when realistic and appropriate. Also, consider opportunities for the child to sit and interact with peers.

A quick guide to masking

What is masking?

Masking is when a student hides their natural behaviours or feelings to fit in with classmates or meet social expectations. It can be intentional, like scripting conversations and small talk to make interactions easier, or unintentional, like dressing in a particular way to fit in with friendship groups. Whilst everyone masks sometimes, for example, acting more confident than we feel, autistic people often mask more frequently and for longer periods. This can be mentally tiring and may lead to stress or burnout.

What might it look like?

• Suppressing stimming (rocking, fidgeting, humming).
• Making eye contact even if it’s uncomfortable.
• Copying others’ social behaviours.
• Pretending to understand instructions or jokes.
• People pleasing or fawning.
• Reluctance to ask for help or accept support so as not to appear different.

Why does it matter?

• Masking can be very tiring and cause stress or anxiety.
• Students who mask may seem “quiet” or “compliant” but are actually working hard to manage their behaviour internally.
• It's common for children and young people that mask to have emotional outbursts after a day of pent-up exhaustion.
• Recognising masking helps teachers support students without expecting them to hide who they are.

Tips for school staff

• Create an open and inclusive culture: Normalise different learning approaches. Foster a growth mindset culture where mistakes are seen as a natural part of learning. Promote peer respect and empathy and celebrate individual differences and strengths.
• Create an inclusive environment: Be mindful of sensory differences and as needed.
• Be flexible with expectations: Offer alternative ways to participate, respond or show understanding. Be aware of the social demands of learning activities and adjust if necessary.
• Build relationships: Take time to get to know their interests and how they like to work.
• Allow breaks & quiet time: Build short movement breaks for all children into the day. Create a calm corner for downtime or reflection. Offer opportunities for one-to one check ins.
• Communicate with home: Partner with families to explore strategies that can work across home and school.