School Resources
My Profile
The first important task for teachers is to get to know the children in their care, this is even more essential for Autistic children. Teachers need to know autistic children's triggers, their difficulties but also their special interests and ways to help them learn best and feel calm. This is a profile to help teachers get to know the autistic pupils in their care. It should be filled in at home with parents/carers. (Print it double sided and then fold in half with the My Profile page at the front.)
Sensory Information
Another way to get to know the children's needs in your class is to examine their sensory needs and create a sensory profile. Below is a sensory information sheet that can be completed to gather information on a child's sensory needs.
Feelings Check in
Some Autistic children mask how they are feeling and may struggle to share if they are finding certain situations or tasks difficult. A way to help children to open up about how they are coping during the day is a feelings check in chart. The children can circle the emoji that fits their mood and either have the card on their desk for the teacher to check or hand it to the teacher. This can be useful for the whole class to use and if the whole class uses it then the Autistic individual will not feel highlighted as being different.
For more feelings resources go to the Family Resources section for a 'I am Feeling' chart that could be used in schools as well as home.
Please see the Charities and useful websites section to find out more about a fantastic emotions programme called Emotion Works.
First and then board
First and then boards can be used to help navigate transitions from one activity to another using picture cards and velcro.
I have a problem card
Sometimes children and in particular Autistic children may struggle to say they have a problem. Many can be scared they will burst into tears in front of the class. This card is a way for the child to discreetly tell the teacher they have a problem and need to talk. The child just hands this card to the teacher.
Autistic masking
The National Autistic Society describes Autistic masking as "... a strategy used by some autistic people, consciously or unconsciously, to appear non-autistic in order to blend in and be more accepted in society."
https://www.autism.org.uk/advice-and-guidance/topics/behaviour/masking
Basically it means Autistic people change their behaviours to try to fit in and appear like the neurotypical people they are with. Masking can also be known as camouflaging. Many people that are diagnosed later in life as Autistic can reflect back to times that they weren't their true selves in order to fit in. I certainly can. I feel I have been masking my whole life and since my diagnosis I've been trying to discover who I am under the mask. Children can feel this way too and it's our job as adults, carers, parents and teachers to help Autistic children not feel like they have to wear a mask to be accepted.
Through the kids I've taught and one of my wonderful sons, I've learned that many Autistic children cover up or 'mask' how they are feeling so people don't see how much they are struggling with their current circumstances. Some Autistic children feel like a failure or feel shame if they are not coping or excelling in a situation. Some Autistic children won't stim in public or even in front of family and friends because they want to appear "normal". This can be debilitating as many Autistic people stim to regulate their emotions and wellbeing.
Other ways of masking include:
• Constant self monitoring to ensure you are appearing neurotypical
• Forcing more eye contact than you are comfortable with
• Preparing and rehearsing dialogue to ensure you have things to say. (Known as scripting)
• Trying to ignore sensory needs
• People pleasing
• Mirroring behaviours of others
• Copying the way people dress
• Putting on an act to hide any feelings of anxiety or being overwhelmed
• Over analysing how you performed in previous conversations
• Trying to go unnoticed.
Masking can have a negative effect on a child's self esteem and mental health. It can also be exhausting and lead to Autistic burnout. My aim is not to stop children masking because it is a strategy used to cope with their surroundings but to make their environment a place where they feel comfortable being their true, Autistic self without fear of judgement or bullying.
How to help Autistic children in your care reduce the need for masking:
• Celebrate neurodiversity and embrace difference in your home/school setting
• Build up Autistic children's self esteem and confidence so they can feel proud of being Autistic e.g. articles in school newspapers/website about being Autistic and how it can present, celebrating even 'small' steps forward in development, learn about famous Autistic people and all they have achieved (See free poster below)
• Have a quiet room where children can go to decompress and process things that have happened in the day
• Provide and encourage quiet times to allow the child to decompress
• Celebrate all different types of success at school to illustrate it's not just academic achievements that are valued at school e.g. child's special interest, sporting achievement, club achievements, supporting the community etc.
• Provide and support different ways of communicating e.g. communication cards, technology, art, drama, writing and sign language. This will help children to communicate and reduce the need to mask in social settings
• Understanding that sensory issues are very real for children and need to be supported by all staff and family members e.g. lighting, noise, smells, room temperature etc
• Encourage and support the need to stim e.g. hand flapping, spinning, tapping, vocalising etc. Help make stimming a 'normal' way to cope, regulate or show emotions
• And most importantly, talking to and listening to Autistic children about ways to make their school or home environment a safe space for them and what they need to be their true, Autistic self.
This is an example of a poster about famous Autistic people. Display it to show being Autistic is not something to be ashamed of and Autistic people can do great things. Or ask children to research famous Autistic people and create their own poster to be displayed. Click the link below to download the free poster.
Strategies to support sensory differences in school
I think the first thing to remember is sensory differences are very real, even if you don’t understand it or feel the same. For example, my son hates singing and music from other people (with a passion!) But he’s likes to listen to music of his choice at a volume he likes (which is loud!) This can be a bit confusing at home but it is because my son needs to feel in control of the noise that he hears.
As described in the information section of the website, Autistic people can react to sensory experiences in different ways including:
⚫️ Hyposensitivity: being under responsive to sensory stimuli e.g. high threshold of pain. It can mean the child may seek sensory input.
⚫️ Hypersensitivity: over sensitive to sensory stimuli e.g. struggle to cope with loud noises. Children who are hypersensitive to sense may avoid certain sensory experiences.
It is important to know and understand how the children in your care may experience sensory stimuli differently. It helps to observe and speak to the child and parents/carers to build up a sensory profile. A sensory information sheet can be downloaded for free in this section and be completed to create an understanding of the child’s sensory differences. Also, evaluate the classroom and whole school environment to see where modifications could be made to make the school more supportive of autistic children’s sensory differences.
Below is possible sensory differences and suggestions on how to help for each of the 5 external senses (sight, hearing, smell, taste and touch) and 3 internal senses (vestibular, proprioception and interoception).
| Sense | Possible Differences | Support Strategy |
|---|---|---|
| Sight | ||
| Hyposensitive | • Depth perception, not seeing objects in full detail • Loves watching lights | • Have warning signs or lights near exits, walls • In PE use bright coloured equipment • Use sensory toys that have a lights function • Study the different types of light as a topic |
| Hypersensitive | • Sensitive to light • Can focus on details and may be easily distracted by movement, lights, colours. This can include wall displays. | • Use lamps instead of overhead lights • Child could wear sunglasses • Provide a desk with dividers to reduce light and other distractions • Use blinds or curtains to control natural light • Ensure wall displays aren’t too distracting • Have a clear area around the smart board/whiteboard |
| Hearing | ||
| Hyposensitive | • Might not respond to all sounds • Might enjoy noisy environments • Child may shout when talking to someone | • Ensure child is listening before you start communicating with them • Use visual aids to enhance understanding • Allow access to noisy environments and activities |
| Hypersensitive | • Background noises can cause difficulties in concentrating • Certain noises or pitch of noise can cause distress and pain (consider noise levels in playground, hand dryers in toilets, PE and lunch room) • Unexpected noises can cause distress – consider the school bell, fire alarm etc | • Limit classroom noise when teacher is teaching a lesson – close classroom door • Ensure all unessential noises are stopped e.g. buzzing of a computer, unnecessary chatter • Use of ear defenders • Remove or switch off hand dryers • Use of a quiet room at lunch times |
| Smell | ||
| Hyposensitive | • Might not be able to smell body odour, smoke or other dangers • Child may like strong tasting foods and smells | • Social stories about personal hygiene • Taste testing activities |
| Hypersensitive | • Strong smells from the lunch room can be unsettling or distressing • Smell of perfume/aftershave and deodorants | • Ask child what smells (if any) they like and try and have that in the class or have windows open just before and after lunch • Don’t wear strong scents |
| Taste | ||
| Hyposensitive | • May find some foods uninteresting and bland • Child may like to eat strong flavoured foods | • Taste testing activities • Cooking activities to allow the child to have control of the taste |
| Hypersensitive | • Might be a very selective eater (limited diet, fear of trying new foods, need for food to be consistently the same) | • Regular communication with parents/carers to see what child can eat at school • Provide the child with the foods they will eat • Have a quiet area for the child to eat with a friend • Ensure staff who monitor lunch room have autistic training to help support the child fully • Messy food play activities to allow the child to explore foods without any expectation of eating it |
| Touch | ||
| Hyposensitive | • Child may like to touch objects, people, seek out hugs | • Have a touch and feel box with various objects and textures that the child can use • Weighted blankets or pads to help the child get the feedback they are seeking • Sensory activities including water, sand, messy food play etc |
| Hypersensitive | • Child may be uncomfortable with labels on their clothes, seems of socks and wearing certain types of shoes or any footwear • Some children don’t like the feeling of wearing clothes at all and may want to remove them • Child may not like touching certain textures e.g. playdough, slime, sand, paint etc | • Remove labels from clothes • Encourage child to wear socks inside out, keeps the seem away from the skin • Be flexible with uniform rules • Try to find clothing material that the child will tolerate • Be considerate of a child’s preferences and think of alternative materials to complete the task |
| Vestibular (Balance) | ||
| • Child may have difficulty reading from the board and copying it • Balancing and coordinating movements may be more of a challenge • Child may get dizzy easily • Child may fall over frequently • Other autistic children may seek out movements including rocking, spinning, climbing etc | • Provide the child with a printed copy on table or to stick into their jotter • Consult Occupational therapy • Allow movement breaks • Give the child access to equipment that allow the child to perform these movements e.g. trampoline, climbing frame, large spinning top (child sits in and spins), swing etc | |
| Proprioception (Movement & Spatial Awareness) | ||
| • Child may fidget a lot as they can’t regulate their body enough to sit still and concentrate • Child may use too much pressure or not enough pressure when holding a pencil and writing • Some children may bump into children or objects frequently | • Allow use of fidget toys and movement breaks • Proprioceptive exercises (Credit: Centre For Autism Middletown) o Activities that are weightbearing e.g. push ups o Running o Jumping o Blowing bubbles o Deep pressure o Pushing and pulling activities https://sensory-processing.middletownautism.com/sensory-strategies/strategies-according-to-sense/proprioceptive/ | |
| Interoception (Internal Senses) | ||
| • Some autistic children may not recognise the feeling of needing the toilet, hunger, thirst, tiredness and pain • Child may not understand the feelings of being cold or hot • Emotions can be overwhelming and confusing • Alexithymia is when someone finds it difficult to identify and understand the emotions they are experiencing. It is more common in autistic people than non-autistic people • Child might be really sensitive to temperature e.g. feel cold when others aren’t | • Social stories to help child to understand these feelings • Set reminders to go to the toilet, drink and eat • Remind children of what clothing is required in the different seasons and different weather e.g. a coat when snowing • Use a visual feelings chart to help check child’s feelings (Feelings Check In card free to download) • Teach programs on emotions e.g. Emotion Works (https://www.emotionworks.org.uk/) • Ensure classroom and other school areas are a comfortable temperature |
Other Issues to Consider
• Don’t force eye contact. Many people see looking someone in the eye when they are speaking to them is a sign of respect and a sign they are listening. For some autistic people looking someone in the eye can be overwhelming and sometimes painful.
• Many autistic people know and understand what the social norms are regarding eye contact and try to conform but for some they have to mask their discomfort.
• Not only should stimming be allowed but encouraged. Stimming helps a child regulate, improve concentration and can bring joy too. Help make stimming the norm in your establishment to allow autistic children the freedom to do what helps them. For more on stimming, see the information section.
• Tiredness and anxiety can affect a child’s ability to cope with sensory differences e.g. if I am overtired or stressed I can’t cope in a shopping centre but if I am feeling ok I cope better. Therefore, sensory differences may vary throughout the school day.
• Even nice smells can be distressing to some autistic children
• Have a calm corner to allow the child access to a place to regulate their senses and emotions
• Ask the child what would help them concentrate best and be most comfortable.
• Have regular breaks e.g. movement breaks, quiet areas, meditation etc.
• Sensory breaks could be timetabled throughout the day or as and when they are required. A sensory break card could be used to help with communicating the need for a break. (Credit: Claire Droney and Annelies Verbiest, 2022, P. 119)
• Download Autism at the Heart’s Sensory Break card below
• Sensory breaks could include:
o Walk around the playground
o Going a message in the school
o Sitting in a quiet area
o Listening to their favourite song
o A touch and feel box
o Physical activities e.g. star jumps, bouncing on trampoline or a sensory ball, on a swing, large spinning top etc
o Visit the sensory room if the school has one
• Be aware that sensory differences might have an impact on PE lessons, sports days and other physical activities.
• Seating arrangements can help and hinder e.g. does the child need to be close to the teacher to hear them, far away from the door as it is a distraction etc.
Helpful books:
• ‘All About Autism A Practical Guide for Primary Teachers’, Lynn McCann, 2023
• ‘The Everyday Autism Handbook for Schools’, Claire Droney and Annelies Verbiest, 2022
Meltdowns & shutdowns in class - Triggers & Strategies
Best advice for meltdowns and shutdowns is to be proactive rather than reactive. Which basically means try to reduce the chances of a child feeling so unregulated that a meltdown or shutdown happens.
How can you help a child in class to be as regulated as possible?
- Get to know the child - their strengths, their areas of difficulty, their special interests, favourite school subjects, strategies that help to remain regulated etc. (See School Resources section for a pupil profile template to help gather this information)
- Create a sensory profile to further understand the child in your class. Complete the sensory information sheet to help gather that information (See School Resources)
- Have effective communication with parents and carers
- Act on the information gathered to provide the child with the best possible environment for them to learn and be regulated
- Listen to and believe the child when they describe what helps them and what makes learning more difficult
So, what is a meltdown? Some people would say it's just a child having a tantrum but I can assure you it isn't. It can look similar but the triggers and motivations are different. The difference between a meltdown and a tantrum is that a meltdown is out with the child's control but a tantrum is more about their wants.
An example of a tantrum is when a child is at the supermarket and wants a new toy but the parent said no. The child then gets very upset and screams. The child was fine before this incident. The trigger was not getting what they wanted and the motivation for screaming is to make the parent change their mind. The tantrum will stop if the child either gets what they want or it becomes clear they will not be getting the desired item.
An example of a meltdown can look similar. An autistic child in the supermarket, being overstimulated with the noises, the lights and the uncertainty of how long they will be in the shop for. A loud tannoy comes over the speakers and the child starts screaming. The trigger was the sensory dysregulation. With a meltdown a child can also hurt themselves and care needs to be taken to keep them safe.
With a meltdown the child will need whatever triggered them to stop or be reduced. In the above example they will probably need to leave the store to get away from the noise and the lights. The child may need other calming strategies e.g. pressure hugs, weighted blanket, their favourite song or story, iPad etc.
Of course kids will be kids and autistic kids can have tantrums. Our job as parents/carers/educators is to be a detective and consider why is the child so upset? What was the child's trigger? Are they motivated by their desire to get something?
So what is a shutdown? Some autistic children will shutdown instead of having a meltdown. The child may feel ao overwhelmed by a situation or sensory triggers that they need to completely withdraw from the situation and stop all demands on them including speaking, listening, looking and concentrating. It may feel like the child is ignoring you but really they are protecting themselves and trying to recover from being overwhelmed or overstimulated. When this happens reduce the sensory stimuli, stop all demands of the child and give them time to come round.
Possible triggers in school for a meltdown or shutdown:
- Loud or unexpected noises/pitch of noise
- Issues with temperature e.g. feeling too hot or too cold
- Strong smells
- Really bright lights
- Fatigue
- Change to routine
- Withdrawal from activity the child is engrossed in
- Anxiety
- Social situations
Strategies to help when child is having a meltdown or shutdown
- Reduce sensory stimuli including noise, lighting, smells, touch, temperature of room etc
- Give child their favourite comforter e.g. soft toy, iPad, book, music etc
- Pressure hug or weighted blanket
- Ensure child is safe and not hurting themself
- Figit toys
- Be calm, reassuring and tell them you are there to support them
- Don't make demands of the child
- Dont punish child as they aren't in full control of their behaviour in a meltdown
- Give the child time to calm down and to recover
- Discuss strategies and ways to help with child and parents/carers to have a prepared list
Remember all behaviours from children are communication. Whether it is a meltdown or a shutdown, the child is communicating that something is wrong. Some autistic children may need help to regulate again, especially young children. Finally, all children are different and they may need different strategies to help them.
Click the red download button to download a pdf copy of the Meltdowns & Shutdowns in school poster above.
Autistic Characteristics of Preteens and Teenagers in Mainstream Schools
Things are improving with diverse representation on screen and on social media but there still can be a reliance on the stereotypical view of Autism. A view that sees all Autistic people are non speaking, with a learning disability, lining up cars, making loud noises and have a savant talent. This is not a reflection of all Autistic people. As humans we are all different and Autistic people are individuals too. So, in your classrooms there may be an Autistic child that doesn't fit the stereotypical example of Autism but may need more support.
Below are various characteristics of preteens and teenagers that are Autistic in mainstream schools. They are not exhaustive lists and some children may have many of the characteristics listed or may only have one or two.
Let's recognise Autistic children in mainstream schools and give them the support they may need.
Remember you can email me or contact me through Facebook and Instagram if you have any questions. Click the link for more details.
Communication with parents and carers
Communication between school and home is so important for any pupil but particularly for Autistic pupils as they may be non speaking, have some difficulty communicating or they may prefer to not share about their school day.
Reasons why communication is vital:
1. For the child's welfare - both physical and emotional
2. To allow discussions at home about school day
3. To ensure home and school have a uniformed approach in all areas including academic, areas of support and behaviour strategies
4. To encourage and develop communication skills
5. To allow the school staff to get to know the child fully
Communication diaries are a great way to help with this home/school communication. Some schools might use digital means, which is great. Others might use paper diaries. Click the download button to download a free communication diary with Baordmaker symbols on it (permission given by Tobii Dynavox LLC). Variations of the diary to suit the development of the child to follow.
PCS is a trademark of Tobii Dynavox LLC. All rights reserved. Used with permission.
Daily Programme
Another important part of communication is displaying the programme of the day for your children. This can be individualised or one for the whole class, depending on your class. Displaying a daily programme can be vital for many Autistic children because it helps the child to know what is coming next and how their day will feel. This can be very calming for many children.
The FREE downloadable programme is in a clock shape to reinforce the concept of time. In the download there are Boardmaker symbols that can be used in the timetable and a copy of the programme board without any symbols.
