Class teachers should ensure that they have a good understanding of the child or young person’s developmental history and learning profile and that they have access to recent assessment information. This should include knowing the child or young person’s interests, strengths and any barriers to their learning in the classroom, as well as strategies that work both in school and at home currently. It is also important to monitor a child or young person’s social engagement and behaviour within the class group (e.g. through observation or survey).
The key to successful planning and outcomes is listening to the voice of the child or young person and ensuring pupils are involved in the development and evaluation of social communication support strategies used in the classroom. Talking to parents/carers is also vital to gain a full understanding of what works for a pupil, as well as seeking advice from the school AET Lead and SENCo.
All this information enables classroom staff to plan appropriate teaching adaptations, reasonable adjustments and targeted interventions that can be delivered within class through the curriculum.
Solihull Council has been working in partnership with the Autism Education Trust (AET) who have produced effective support, intervention and training materials which can be used for staff development and supporting young people. Using the AET school standards will help with planning and ensuring adaptations have been made within the classroom and school to meet the needs of autistic children and young people.
Systems will also need to be in place to support young people to consider and share their states of emotional wellbeing.