Making reasonable adjustments to the classroom environment can make a significant difference for pupils with social communication needs. The following ideas should be considered:
- The learning environment is regularly evaluated (e.g. Environment Checklist Tool 6, available in the practical support pack received once the Making Sense of Autism training has been completed by the school).
- The learning environment is clearly organised, with visual cues and signposts adjusted to the level of understanding of the child/young person.
- Limiting distractions e.g. use of space around the white board, positioning of working areas in the classroom.
- Access to more structured activities during break and lunch time may be necessary.
- Sensory processing differences associated with seeing, hearing, touching and smelling as well as sensing where their body is and maintaining balance (proprioception and vestibular) have been considered when developing and auditing a suitable learning environment.
- The sensory environment has been considered when interpreting a young persons’ actions (Use of STAR - Setting, Triggers, Action, Response behaviour analysis charts - see the SISS Autism Toolkit).
- The social demands of working with or being with other children/young people are considered and adjusted in relation to the child/young person’s needs. (The voice of the child).
- Allowing some students to complete academic work away from the main group, where it may be too difficult for them to manage social and academic demands simultaneously.
- Where difficulties are identified with homework and revision for tests and exams, support is provided. To include such options as exam access arrangements, flexibility regarding amount, type, frequency and deadlines for homework, availability of homework clubs and in school support.