Improving access:
adapting the
curriculum and
classroom for pupils
with autism
Aim
We will offer some insight and practical
suggestions into how the classroom
environment and the curriculum can be
adapted to support Children and Young
People on the Autism Spectrum.
“I do not teach anyone I only provide the
environment in which they can learn”
Albert Einstein
Anxiety
A barrier to learning
Anxiety drives behaviours
Adapting the Classroom
Environment
• Physical
• Sensory
• Social & Emotional
Physical
• Structure- understanding what happens
where.
• Visual- meaning to support above and
pictures/ symbols
• Avoid Distractions - clutter
Ref - Autisum4teachers.com
Ref - Autisum4teachers.com
Ref - Autisum4teachers.com
Ref - Autisum4teachers.com
Structure – Timetable the day
Class set up - such as visual supports, creating boundaries,
individualization and organization should be seen, utilized and
programmed into the daily operations of your class.
Data Collection- success, results and triggers
Written Plan – who does what, where and when
Profiles – know the individual
Sensory
Sensory Audit
Social & Emotional
The Communicative Environment
Adapting the curriculum
• Special interest / motivation
• Differentiation
• Observation
• TA support
General Differentiation
Observation
TA Support
“Everybody is a genius. But if you
judge a fish by its ability to
climb a tree, it will live its whole
life believing that it is stupid.”