The following teaching strategies are considered effective with pupils who have a social communication need, including autistic pupils:
- Tasks and lessons have a visible and predictable structure, with explicitly described objectives, which are returned to at the end of the lesson.
- Adult instruction may need to be simplified and supported by visual structure such as using Widgit.
- Verbal communication is paired with visual prompts, for example visual timetables, task boards etc.
- Visuals such as task boards may be used to organise and focus attention.
- Expectations around tasks may need to be very clear and be supported by resources such as writing frames and timers.
- Timers and alarms can be used to support focused working.
- Frequent task changes to maintain interest.
- The use of in and out tray to support task management.
- Communication style is adjusted by speaking clearly, slowly and calmly.
- The maintenance of calm and consistent approaches from adults.
- The use of language may need to be limited.
- There is enough time for young people to process then respond to instructions and requests.
- Transitions are prepared well in advance using a range of support tools.
- Task understanding is regularly checked.
- Additional time may be needed to enable processing of information and response to questions.
- Prewarning of asking for a response from a child/young person may be necessary.
- Flexibility of approach by making adjustments to activities, lessons, timetables and their delivery, as necessary to support engagement.
- Curriculum modification may be helpful in order to use specific areas of interest for motivation and engagement.
- Opportunities are provided for child/young people with social communication needs to enable them to participate throughout the lesson in a way that supports their preferences.
- Opportunities are created for child/young people with social communication needs to practise and use their knowledge and skills across situations and people.
- School staff may need to support interaction and play skills during unstructured social time.
- School staff may need to monitor emotional state and intervene to support regulation.
- Opportunities for movement breaks and sensory activities.
- Consideration of additional equipment such as cushions to improve posture, sloped desktop, easy-grip pens etc.
- The use of sensory props such as wobble cushions, weighted blankets and fidget toys.
- ICT is used to enhance learning experiences, engagement and as a tool for communication where appropriate for the child and young person.