Autism – A teacher’s perspective on supporting children in the classroom
Routine, consistency and clear instructions are all key to helping children with autism shine, says Mel Yates-Boothby…
When I was asked recently about how to help children with autism thrive in the primary classroom, I thought of so many things that I wish I’d told my own son’s teachers.
Not only am I mommy to a lively child with autism and ADHD, who used to do irritating things like pull the keys off my laptop when my back was turned, but I have also been a teacher across primary school and an EYFS leader for many years.
From personal experience, the journey of an autism diagnosis for a child is often very long and very stressful for families. My son was left unsupported for several years, by both by the NHS due to patient caseloads when his paediatrician retired, and by changes within the psychology services he was under.
His Y3 teacher wasn’t readily equipped on how to support children with autism, and let their frustration show, reacting negatively each time he asked what to do, which put him off ever asking for help again and taught him to mask his drifting focus instead.
There are so many different ways in which autism can manifest, and teachers are often left to try and understand them without training. But as professionals, the care of children is of the utmost importance, so with some extra information, we can help give our pupils what they need.
I really hope that the suggestions below help you to feel more prepared.
Routine
Within the first week, quickly establish predictable and practical daily routines and clear expectations for behaviour. This also applies to deployment of support staff, to prevent them making your job harder because they don’t know what your expectations are and when to step in.
Routines are the biggest building blocks as they provide the foundations of feeling safe, belonging and trust.
Timetable
Use a daily visual timetable, including a separate ‘now and next’ board if required, to give prior, individual, visual warning of transitions.
Have clear procedures for the most difficult transitions, which are likely to be the start and end of the day, to and from unstructured play, and during lessons such as PE or to other classrooms that you visit less frequently.
Try to pre-warn of any changes to routines, including changing where the child will sit.
Rules and praise
Agree a whole-class charter or rules that can be referred to, with five positively worded behaviours that you expect, and be prepared to offer praise as soon as you see children following them.
My first and most important rule is always, ‘We follow instructions fast’. It is better to start off positively by offering proximal praise rather than giving negative statements, eg ‘Well done for following instructions fast’ to a peer, rather than ‘why aren’t you tidying up like your friends?’ (That is unless you relish an honest response such as ‘Because tidying up is boring’!).
Clear instructions
When you give instructions, make sure that they are clear and not long and waffly. Try to use the child’s name, to ensure that they are tuned into listening to you, then give them time to process the instruction.
Do not give a sequence of instructions because they will literally only follow the last bit they heard.
Eye contact
Children with autism often do not give very good eye contact. Please, do not try to insist that they make eye contact as this can be intimidating and increase anxiety.
It is possible to teach active listening without it. I taught my son how to look at someone’s face so that they knew he was listening, by looking at their nose or watching their lips move.
Remember this, too: If the parents start collecting their child later and later, it may be because they are feeling vulnerable. As a parent of a child who finds self-regulation challenging, they are likely to feel that other parents are judging them and their parenting skills.
Many ‘end of day’ conversations focus on behaviour, and when teachers speak to the same parents every day it is easy for others to assume that their child keeps misbehaving.
Always praise at the door in front of parents and pass on behavioural difficulties privately away from other parents’ prying eyes and ears.
Starting school or moving to a new class is mentally exhausting! Remember to be patient and kind to yourself and the child, as the first few weeks is not only challenging but the best chance to form a positive relationship with the child and their parents.
You’ve got this!
Find Mel on Twitter at @Fredadoodar. Browse more resources for Autism Acceptance Week, including our autism in girls checklist.
