In-Class Strategies to Support
Secondary School Pupils on the
Autistic Spectrum
In-Class Strategies to Support Secondary School
Pupils on the Autistic Spectrum
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Social Interaction
Difficulties

Inappropriate or unusual approach to others – may be seen as shy,
immature, rude or offensive

Personal space and boundary issues

Verbally/physically aggressive – easily offended

Difficulties in making and maintaining friendships

Interactions may be one sided – never allowing others to get a word in

Difficulty in sharing, taking turns or group work – things have to be done
their way

Limited understanding of social games, behaviours and skills

Unaware of others expectations
In-Class Strategies to Support Secondary
School Pupils on the Autistic Spectrum
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Social Interaction
How Schools Can Help

Model interaction with others – enforce social rules

Make social rules explicit – reinforce in a positive way

Offer structured activities – make expectations clear

Identify appropriate peers for group work

Target behaviours – offer rewards and sanctions

Explain the theory behind the practice – pupils may not understand why a
behaviour is unacceptable
In-Class Strategies to Support Secondary
School Pupils on the Autistic Spectrum
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Resources to
Support Social Interaction
In-Class Strategies to Support Secondary
School Pupils on the Autistic Spectrum
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Communication
Difficulties

Can easily misunderstand instructions/ideas

Difficulty in verbalising thoughts/ideas

Understanding is literal – difficulties in understanding jokes, idioms and
metaphors

Non-verbal communication – poor eye contact, issues reading body
language and facial expressions

Speech can be monotone and unclear, can be obsessive about interests

Doesn’t get pleasure from communication – prefers not to talk to others
unless essential

Can be inappropriate or rude – says what they are thinking
In-Class Strategies to Support Secondary
School Pupils on the Autistic Spectrum
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Communication
How Schools Can Help

Keep instructions clear and simple – do not leave room for interpretation

Explain where possible the reason for requests/instructions

Try not to use sarcasm, idioms, jokes or metaphors when speaking to pupil

Provide structured activities which promote how to recognise and
respond appropriately to body language and facial expressions

Encourage conversation skills – target rudeness
In-Class Strategies to Support Secondary
School Pupils on the Autistic Spectrum
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Resources to
Support Communication
In-Class Strategies to Support Secondary
School Pupils on the Autistic Spectrum
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Inflexibility of Thought
Difficulties

Dislikes change – needs order and routines

Lack of imagination – can’t empathise with others or see their point of
view

Difficulties with prediction or generalisation

May interpret routines as rules – fixed points of view

Might dislike showing workings out or re-drafting work

May apply strict logic to tasks and situation
In-Class Strategies to Support Secondary
School Pupils on the Autistic Spectrum
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Inflexibility of Thought
How Schools Can Help

Give advanced warning where possible of changes to routines

Remain consistent with boundaries and expectations

If understanding of different points of view, opinions or using empathy is
required provide a structure or model for the pupil to refer to

Provide structured activities to clearly showing how to understand others
points of view and opinions and dealing with empathy

Suggest alternatives and allow negotiations
In-Class Strategies to Support Secondary
School Pupils on the Autistic Spectrum
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Resources to
Support Inflexibility of Thoughts
In-Class Strategies to Support Secondary
School Pupils on the Autistic Spectrum
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Supporting Additional
Difficulties
How Schools Can Help

Sensory Difficulties
◦ Try to keep voice controlled, avoid shouting when possible
◦ Try to keep classroom quiet
◦ Provide appropriate ‘fiddle toys’ – blu-tac, elastic band, stress ball

Fear of crowds/classroom
◦ Greet pupil as they enter
◦ Allow them to sit near the door
◦ Allow them to sit on their own, support working with others
◦ Allow pupil to leave class 5 minutes early to move to next class before corridors
are crowded
◦ Balance time spent in class with time spent working alone
In-Class Strategies to Support Secondary
School Pupils on the Autistic Spectrum
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Supporting Additional
Difficulties
How Schools Can Help

Attachment to personal items
◦ Understand their issues
◦ Try to target compliance with school rules
◦ Choose your battles!

Refusal to comply
◦ Remember this is not always something a pupil can overcome – the problem is
not ‘naughtiness’ but incapacity
◦ Avoid ‘direct demands’ – offer indirect choices and empower them to make the
right choice
◦ Explain what you are asking and consequences – e.g. safety
◦ State what you want them to do then give the time and space for pupil to
comply and understand
In-Class Strategies to Support Secondary
School Pupils on the Autistic Spectrum
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Supporting Additional
Difficulties
How Schools Can Help

Acknowledge and provide support for additional needs (e.g. dyslexia,
dyspraxia, ADHD etc)

Offer alternative methods of recording work

Be aware of classroom layout – is pupil seated in an appropriate area of
the class

Offer short tasks which are highly structured and have achievable goals

Target behaviours – explain why the behaviour is (un)acceptable then
sanction or reward
In-Class Strategies to Support Secondary
School Pupils on the Autistic Spectrum
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Supporting Additional
Difficulties
How Schools Can Help

Keep calm

Be predictable

Allow flexibilty

Keep a good sense of humor

Be prepared to adapt

Go out of your way a little

Ask for help, support or advice when you need it
In-Class Strategies to Support Secondary
School Pupils on the Autistic Spectrum
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