Education

Support with transitions: the teacher uses a

Now, Next and Later visual schedule (above),
while matching a symbol to the sign on the room
turns the transition into a matching task (right)

Ten supports
that should be
in every
classroom
Theres no excuse for schools not making
a classroom autism friendly, says special
needs teacher and author Adele Devine.
Here, she presents ten things that should
always be in place to help children learn
www.autismeye.com

There are children with autism

who are so sensory that they cannot
enter a room because of the way
the lights flicker. Then there are
those who are so anxious about
change that they need to calm
down after each transition. Others
are so curious that they will
investigate everything and need
resources to be constantly refreshed
in order to sustain their interest.
On top of that, autism will often
partner other conditions. A person
can have autism and dyslexia,
autism and ADHD, autism and
giftedness. The list goes on
It is certainly true that when you
have met one person with autism,
you have met one person with
autism. Nevertheless, the diversity
within the autism spectrum cannot
be used as an excuse by schools
or teachers for not having an
autism friendly classroom.
Having taught so many children
who are officially or unofficially on
the autism spectrum, Id like to
share ten supports that teachers
should provide in every classroom.
Au t i s m | e y e I s s u e 2 2 2 0 1 6 53

Education

Support for me and my family

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3Defined areas.

7Interests.

of clutter (visual
4Lack
and verbal).

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systems and visual ways to track

progress. These can feel wonderful
for the student at the top, but
disheartening and frustrating for
those at the bottom. If you do not
understand a display or it causes
concern, then question it.

If you
walked into the classroom for
the first time would you know
where to go and what to do? Are
areas clearly defined? Where are
the toilets? How would ask for a
drink? What if you wanted to go
outside or get some space?

If you are looking for flexible care, education or community

Autism Spectrum Condition (ASC) support in North West England
then the Together Trust can help. Our not for profit services include:

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level and speak in a nonpatronising, but simple, direct way?

Do they use Makaton signs or the
Picture Exchange Communication
System (PECS)? Are there displays
or posters that would encourage
staff to use these strategies?

/SupportTogetherTrust

@TogetherTrust

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Helpful symbols: a child can place

a symbol from a visual schedule on
to a transition board (top), and use a
simple schedule (above) or a detailed
one (left) to mentally prepare for
transitions between activities

Training, support
and tools for parents
and professionals

1Atmosphere.

How do you
feel when you enter the
classroom? Do staff smile and
welcome you? Do they listen and
give you time? Do you instinctively
feel comfortable and confident
seeing that they are so nonjudgemental, open, positive and
loving? The child with autism will
tune into this.

Does your child find it difficult to...

Do you find it difficult to...
Make friendships?
Interact with your child?
Share their emotions?
Connect with your child?
Deal with uncertainty?
Understand your child?
Be flexible in everyday tasks?
Feel competent in your parenting approach?
Use non-verbal communication
Provide successful learning situations for your
Use verbal communication in a typical way? child?
Know where to start?
You are best resource a child can have to help them learn the dynamic abilities of everyday life and
Think Autism works with you to provide you, as parents or caregivers, with a range of training,
support, tools and resources to help improve the quality of life for the child and for the whole
family. Contact Elisa Ferriggi today to find out more.

Email: elisa@thinkautism.co.uk | Phone: 07961 027 007 | Web: www.thinkautism.co.uk

Are
home visits routine before the
child starts school? Is information
gathered about likes/dislikes,
interests, motivators, anxieties,
sensory issues and so on?
Are there home/school books in
place? There should be open lines
for communication via emails or
phone calls. The door should
always be open if parents have a
question or an idea.
Look at the visuals available.
How would the pre-verbal child ask
for the toilet or request time outside?
Are there visuals in place to enable
every child to communicate?
Do staff get down to the childs

IMAGES COURTESY OF ADELE DEVINE

Are you a Professional supporting children and their families?

Think Autisms Professional Training provides content and strategies to help you gain a wider
tool-box of effective teaching, communication, guiding and behaviour management and an
understanding of sensory systems. Please contact for in-service enquiries and training dates.

2Communication.

www.autismeye.com

Tune in to
every tiny detail. Imagine if each
sound was amplified and had the
potential to cause you pain.
How predictable or necessary
are the sounds you hear? Take in
the details. Could they be
bombarding or overwhelming? Can
you clearly pick out the necessary
information? The space should be
calming, not cluttered or confused.

&
5Timetables
schedules.

Where is the
visual schedule? Where would
the child go to look for
information about the routine
structures of the day?
What about the child who needs
more detail or things broken down
further? Schedules during activities
or a Now and Next visual
schedule and transition boards are
supports that should be in place,
ready to be produced quickly if
they are needed.
Are there visual supports in
place to explain rules and routines?
Is there a schedule breaking down
personal care routines such as
taking off coats, washing hands
and brushing teeth?

6Displays.

How much heart

has gone into those classroom
displays? They can reveal so
much. Do they include and
celebrate the childrens work?
Is the work labelled with
photographs and names (for nonreaders)? Is a range of abilities
celebrated? Are individual
achievements celebrated? Be wary
if you see whole-class behaviour

Are staff
investing time in learning about
what the child loves? Kristine
Barnett, author of The Spark: A
Mothers Story of Nurturing,
Genius, and Autism, explained:
I just set out to find what makes
him truly happy and do those
things with him. Doing this gave
me a peek into his mind and what I
saw there was spectacular!
Daniel Tammet, author of Born
on a Blue Day, reflects on what it
was like for him as someone with
autism at nursery school. He was
interested in the floor textures, but
experienced feelings of isolation.

Is there a way
for the child to
measure how long
an activity will last?
This may be a sand
timer, an adapted
clock or sessions
with a regular, set
structure and length
Look out for that solitary child. Are
they left to become the loner, or is
there someone nearby offering
support or sharing their interest?

8Sensory needs.

Is there
awareness of sensory needs?
Are there weighted blankets,
trampolines, areas for quiet, dark
dens, tunnels, fidget toys or
sensory chews available?

9Timers and time.

Can
you see timers on display,
ready for staff to use? Is there a
way for the child to measure how
long an activity will last? This may
be a sand timer, an adapted clock
or sessions with a regular, set
structure and length. Are children
given sufficient time to process
Au t i s m | e y e I s s u e 2 2 2 0 1 6 55

Education

Adele Devine is a
special needs teacher
with more than 10
years experience in
teaching children with
autism. She has
written three books
to share her ideas

Encouragement: a token board is most effective when it shows exactly what

the tokens are for. The teacher should never threaten to remove a reward.
Right: things dont always go to plan. Teach children that a Whoops! is part
of life by building it into the day, making the unexpected part of the routine

for special needs

education and is
the co-founder
with her husband
of SEN Assist
autism software

information before answering

questions, and sufficient time and
warnings about when things are
going to finish?

10Independence.

Do
you see children being
given the support and time to learn
to do things for themselves?
Watch children putting shoes
on, coats on, putting toys away,
setting up snacks and transitioning.
Learning to be independent
requires time and patience.

No excuses!
We know that ALL teachers should
have autism training, but the sad
fact is that right now they dont.
How do parents find information?
They search for it. They read up,
they research and they find out.
Teachers cannot use lack of
training as an excuse because the
information is out there. By waiting
for training or for an outreach
service that may be too stretched
or not even be in place, teachers
are not accepting responsibility.

Get the fight right

Do you want to get your child into an autism-friendly school, but
been denied a place? Specialist education lawyer Imogen Jolley
of Simpson Millar offers advice on conducting a school appeal

Imogen Jolley is head

of Education and
Community Care at
Simpson Millar, www.
simpsonmillar.co.uk

The topic of school admissions

brings parents joy or disappointment
every year. Sadly, securing a
school place for pupils who have
special educational needs is far
from straightforward.
Even more complicated is the
appeals process for parents of
children who are allocated a school
place where the childs needs
might not be adequately met.
If a child who is about to begin
secondary school has a Statement
of Special Educational Needs or an
Education, Health and Care Plan
(EHCP), the local authority is
legally obliged to prepare a
transition document that sets out
which secondary school they have
been allocated this coming
September. If parents are unhappy
with the school place allocation

56 Au t i s m | e y e I s s u e 2 2 2 0 1 6

they will have to appeal to the

Special Educational Needs and
Disability Tribunal.
For children with special
educational needs but no
statement or EHCP, parents will
have to appeal to an Independent
Appeals Panel. Here, there is no

It is essential
that parents
focus on the level of
need that their child
has, and why the
school they want is
the only appropriate
placement

The diversity
within the
autism spectrum
cannot be used as an
excuse for not having
an autism friendly
classroom
They need to take the time to listen
to parents, read, research and put
things in place and be ready so
that every child is set up to
succeed from the moment they
walk through the door.

requirement for an admission

authority to prioritise the child.
Parents will have to present a
compelling case as to why their
child might suffer harm if they are
not allocated their preferred place.
During the appeals process, it is
essential that parents focus on the
level of need that their child has and
why the school they want is the only
appropriate placement. Parents
need be aware of the provision
available from alternative education
providers. They also need to obtain
evidence from those who work with
their child, such as a letter from a
doctor, social worker or nursery,
that demonstrates to the appeals
panel why the desired school is
more appropriate than any other.
If parents believe their child may
have been refused admission to a
school specifically because of their
special educational needs, this is a
serious discrimination issue and
one that they should raise with the
Independent Appeals Panel during
the appeals process.
www.autismeye.com