Autism – need to know guide

One child in 100 has autism (source – the National Autistic Society) and
every teacher is likely to come across a pupil who is described as being
‘on the autistic spectrum’. But what does this mean and how can
teachers adjust their lesson for a child with autism?

What is autism?

Autism is a lifelong developmental disability that affects how a person

communicates and relates to people around them. Children with
autism have difficulties with everyday social interaction; their ability to
develop friendships is generally limited, as is their capacity to
understand other people’s emotional expression. There are often
accompanying learning disabilities, but everyone with the condition
shares a difficulty in making sense of the world.

When somebody is described as ‘on the autistic spectrum’

what does this mean?

As autism occurs in differing degrees of severity and a variety of forms,

the term ‘autistic spectrum disorder’ (ASD) is often used to describe
the whole range.

And what is Asperger’s Syndrome?

Asperger’s syndrome is a form of autism used to describe people who

are usually at the higher functioning end of the autistic spectrum.
People with Asperger’s typically have fewer language problems and
can be of average or above average intelligence.

What are the symptoms?

All children with ASD have difficulty in three areas: communication

(verbal and non-verbal); social behaviour (particularly their ability to
interact with other people); thinking and behaving flexibly – which may
be shown in restricted, obsessional or repetitive activity. “Watch out
for literal interpretations of language, poor social language skills and
rigidity of thought,” says Graham Wigginton, SENCo at Whitehaven
School in Cumbria. “Teachers need a sound understanding of ASD to
interpret what is going on.”

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How does the classroom environment affect these children?

Some children with an ASD have a different perception of sound, sight,

smell, touch and taste, which affects their response to these
sensations. In the classroom, background noise, strip lighting or bright
colours can cause stress or even physical pain, making it hard for a
child to concentrate – and behave. Blocking out background noise or
visual information can be difficult.

How does autism affect a child’s ability?

Children of all levels of ability can have an ASD, and it can co-occur
with other disorders (for example, with sensory loss or Down’s
syndrome).

How should a teacher provide for a child with an ASD?

According to the Special Educational Needs and Disability Act (2001),

teachers are required by law to make ‘reasonable adjustments’ to their
lessons to enable children with autism to learn and be included in
school life.
Barbara Raby, SENCo at Palatine Community Sports College in
Blackpool, explains “Adjustments depend on the child, but you could
give support from a teaching assistant. Sometimes, children with ASD
need to be protected from comments from other students that upset
them.” Barbara suggest some further general changes: “Try to keep
things calm, cut down on noise if possible, have a routine to follow,
give students warning of any changes of routine (locations or
personnel), and familiarise the student with anything new.”

If you suspect a child in your class may have an ASD, what do

you do?

Speak to your SENCo whose responsibility it is to co-ordinate the

Special Educational Needs support in a school.

Tips for making school easier for children with autism

• Palatine College uses transition books to help with the move up

from primary “and lots of visits, including break and lunch
times,” says Barbara.
• It’s an idea to take photos of the empty classroom and let the
pupil visit it when it’s empty, so that they can wander around
and ask questions.

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 • ‘Time out’ cards, allowing the child to go to a quiet, supervised
place can help children cope when class gets too stressful.
• Although teachers aren’t required by law to undertake training in
autism or ASDs, schools that run training sessions for staff to
raise awareness of ASDs are usually positive about the outcome.
“Training of staff is essential. Teachers really want to do the
right thing and find it very challenging when they are not aware
of what they are doing wrong,” says Graham.
• Group work outside the class can help ASD children to learn
social skills. For example, cookery lessons can help teach how to
follow instructions to listen. (For more ideas, see The National
Autistic Society’s report Make School Make Sense).

Did you know?

• There are around 535,000 people with autism in the UK

• Boys are four times more likely to develop autism than girls
• Twenty one percent of children with an autistic spectrum
disorder (ASD) have been excluded from school at least once
• Fifty nine percent of children with Asperger’s syndrome have
been bullied (Source: The National Autistic Society)

FOR MORE INFO

• Autistic Spectrum Disorders: Good Practice Guide (DfES 2002)

www.teachernet.gov.uk/wholeschool/sen/asds
• Make School Make Sense can be found at www.nas.org.uk/msms
• The National Autistic Society (NAS) www.nas.org.uk
• Autism awareness pack for teachers – from NAS see
www.autism.org.uk/teachers

Article written by Sian Phillips

Swanmore CPL December 2009