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A pupil with autism in your school?

Introduction

Imagine what it feels like to be alone in a foreign country, lost in a crowd of 2,000. Picture your confusion as you struggle through a chaotic muddle of legs, faces and bodies.

Imagine trying to find your way through the crowd with only jumbled signposts to follow and directions which you can only partially understand ...

For a child with an autistic spectrum disorder, ordinary situations can feel just like this. But as they try to make sense of the world around them, they face the added problem of feeling that they are 'different'. This leaflet explains what you as a teacher can do to help them 'find their way' and lead them to as full and dignified life as possible.

The autistic child is unable to bring order to his world. You must provide that order.

Temple Grandin, a person with autism

The National Autistic Society's latest figures for the prevalence of autistic spectrum disorders in the UK are 91 people in every 10,000. This makes autism approximately four times more common than cerebral palsy and touches the lives of over 500,000 families in the UK.

As a teacher, the chances are you'll meet at least several children with an autistic spectrum disorder in the course of your career. While some people with the condition will always need care and supervision, with practice many can improve and develop their social, communication and academic skills. This means that everything you do to help is a step in the right direction.

What is an autistic spectrum disorder?

An autistic spectrum disorder is a complex developmental disability that affects the way a person communicates and relates to people around them. The term autistic spectrum is often used because the condition varies from person to person; some people may also have accompanying learning disabilities, while others are much more able with average or above average intelligence. Asperger syndrome is a condition at the more able end of the spectrum. At the 'less able' end of the spectrum is Kanner syndrome, sometimes referred to as 'classic autism'. Despite all of the wide ranging differences, everyone with the condition has difficulty with social interaction, social communication and imagination.

What causes the condition?

The exact cause/s of autistic spectrum disorders is/are still not known but research shows that genetic factors are important. In some cases, autistic spectrum disorders may also be associated with conditions affecting brain development, such as maternal rubella, tuberous sclerosis and encephalitis.

Is there an effective treatment?

An autistic spectrum disorder is a life-long disability; children with the condition grow up into adults with the condition. However, the situation is not as bleak as this must at first appear. Given appropriate intervention early in life, specialised education and structured support, a child can be helped to maximise their skills and achieve their full potential as adults.

Spotting the signs

Jo went to a small Primary School and at first he blended in quite well. The teachers couldn't see much problem. In a structured classroom situation he was not too bad. But in the playground he behaved strangely for his age, crawling around or spending little time with one group of children.

Peter Marsden, parent

Generally, the characteristics of autism are picked up before the child reaches school age. However, some children can slip through the net and may reach primary or even secondary school before their disability is identified.

That's why teachers can play a vital role in spotting the characteristics as early as possible. There are three key signs to look out for. These are:

- difficulty with communicating and relating to others
- inability to play imaginatively or think in abstract ways
- insistence on keeping to set routines or following elaborate rituals.

To be diagnosed as having an autistic spectrum disorder, a child must display all three impairments. Any of these areas of impairments may be subtle, but persistent.

Social communication

Most children with autistic spectrum disorders find it difficult to mix with other people. When young, they may simply appear to prefer their own company. When they get older, the difficulty they find in making friends may upset them and make them feel 'different'.

Partly this is because of the odd way they conduct conversations - for example, by talking about a favourite subject excessively, by not listening or by interrupting with repetitive questions. Many appear as if they are avoiding eye contact.

Equally, they'll take little account of their listener's age, status or mood. For example, they might ask a teacher his/her age at an interview, greet their parents with a hand shake or the postman with a kiss.

Often, they'll repeat words parrot-fashion - sometimes in the same accent or voice in which they heard them. For example, a child who is asked the question 'do you want a drink?' might reply 'you want a drink'. Others may speak in a formal or stilted way.

Following what others say and do can also be a problem. Jokes, exaggeration and metaphor may be interpreted literally: for example, they may be frightened by a comment such as 'I yawned my head off' or could obey literally a command such as 'bury yourself in your books'. And, a child may misunderstand facial expressions so they react inappropriately - for example by laughing when somebody is hurt.

Lack of imaginative play

Most children play 'imaginatively'. In other words, they enjoy games where they pretend to be different characters or professions, such as doctors and nurses or 'mummies and daddies'.

Children with autistic spectrum disorders hardly ever play like this, preferring repetitive activities on their own. For example, they might enjoy arranging objects in lines or patterns or collect large numbers of particular objects, such as plastic bottles or Smarties tops.

As they get older, such hobbies can almost appear to take over their life. Many children collect objects, such as books on a particular topic, photographs, or maps. Others may spend hours collecting facts about a particular topic, such as the Top Twenty, jockeys and winning horses, or bus routes and numbers.

Obsessive or ritualistic behaviour

Just as children with autism often enjoy ordering and categorising objects or facts, so they also seem to need established routines in their everyday life. They are disturbed by changes in routine, like a new timetable or a fire practice. A child may refuse to follow a different route to school or create elaborate 'rituals' such as always entering the classroom in the same way, counting the chairs and sitting in the same place.

If you suspect a child might have autism, then talk to your school's Special Needs Advisor or your Special Education Needs Co-ordinator (SENco).

What happens when a child is diagnosed autistic?

Once a child is diagnosed as having autism, the next step is to decide whether special education is needed.

There are five stages in this process, following the guidelines set out in the Code of Practice:

The school will discuss the child's needs with parents and staff.
The school will then try out strategies to help the child manage their difficulties in learning.
Outside specialists may be consulted, such as educational psychologists.
The school may then ask the local education authority (LEA) to make a statutory assessment of the child.
If the authority decides the school lacks the resources to provide the special help the child needs, it will make a statement of special educational needs. This will say whether the child should go to a special school and, if so, where.

Their decision is by no means permanent. If a child makes good progress through special education, they could later return to a 'mainstream' school.

If the LEA decide the child is better off remaining in 'mainstream' education, then additional special education might be arranged on a part-time basis. However, for the most part, responsibility for their development will lie with their teachers.

How can I help a child with autism?

If a child with autism does not require special education, then they are unlikely to have obvious learning disabilities. But they will have special needs.

There are many ways you can help them by adapting your teaching. Here are some suggestions - but since every child is different, these are only guidelines and you will probably think of more.

Tell others

Speak to other members of staff and the SENCO in your school. Make sure that they understand the child's behaviour and know what to expect. Ensure that colleagues understand what autism is.

You may wish to tell other children about autism. Prepare them for the fact that one of their classmates may act differently or strangely - for example shouting out unexpectedly or laughing if one of them is hurt. Explain that the child cannot help it and has feelings like everybody else. This is crucial, since the child can very easily become the focus of taunts, bullying and teasing if others do not understand.

The teacher helped by telling the other children about our son's disabilities beforehand. When he went to the school they were quite excited; they all wanted to be his partner.

David Hannaford, parent of a child with Asperger syndrome

Try to list the child's special needs so that you can work out a plan of action for them, and keep a record of their progress.

Identify the child's abilities and build on these strengths.

Talk to their parents and any other helpers or carers.

Get support from other helpers

It may be necessary to appoint a helper or classroom assistant. But, try to avoid letting the child become too dependent on any one person. The helper's role should be to encourage the child to be more independent and to mix with other children. Sometimes it is better to appoint a classroom assistant who is available for all the children but who can also help the child with autism.

Help the child to mix with others

Try to include the child in all class activities. Encourage them to work with a sympathetic partner or a group.

Emphasise the social aspects of an activity: for example, a cookery lesson could include sharing out the food afterwards. If a child refuses to join in team games, these could be replaced by partner games, such as badminton or tennis, so they still learn to play with others.

Keep an eye on the child at break times and lunchtimes, when they might spend a lot of time on their own. Some may be happy to do this, but older children may feel left out or lonely. You may help them by finding a teacher or personal tutor they can talk to. It will probably be useful to structure breaktimes.

Be careful how you speak
Avoid sarcastic language, metaphorical speech or exaggeration, both when you are speaking to the child and to the class as a whole. Always be aware of what you are saying and how it might be misunderstood by the child. His/her understanding is likely to be literal.

Continually check the child is listening and understanding and don't be afraid to repeat what you have said, if you don't think they have understood the first time.

When you are talking to a group, make sure you have the child's attention. Young children especially may not understand that they are included, so you may need to address them by name or talk first to them alone, then to the whole class.

Most of us shut off if we listen to a foreign language we don't understand. A child with autism is the same: if one or two sentences go over their head, they shut off. You need to keep checking that they are listening and understanding. Be aware of your own language.

Angela Dyer, Essex advisory teacher of special needs

By the time you get to Junior School, many teachers are being sarcastic and jostling with the children. The autistic person takes them literally. One child was in the swimming pool when the instructor said 'put your head on the side' and he literally thought that's what he meant take your head off and put it on the side.

Angela Dyer, Essex advisory teacher of special needs

Adapt the way you teach

Use visual aids when teaching a subject that requires abstract thinking. Primary schools for example could use photographs or pictures to help keep a pupil's attention when reading a story. At secondary school, illustrations or diagrams could be added to worksheets. Even the most able child will benefit from a visual timetable.

Avoid distractions, such as extra noise or movement, when teaching the child. If you can, try to teach them in a small group. In general, the rule is, the smaller the better.

Try to set tasks at an appropriate level. To begin with, choose tasks the child can do, then build upon their success. Give continual encouragement and don't blame them if they fail. Instead, show them how a task should be done and reward them when they get it right.

Link subjects to the child's interests, otherwise they may find them irrelevant. For example, if the child is interested in trains, you could use this as a starting point to teach them about technology.

Allow the child extra time to complete tasks if they need it, since they may find it hard working to a time limit. This is particularly true in the rigid timetables of secondary school. For a child taking exams like GCSEs, staff can apply to the Examining Board for extra time. Amanuensis can be used in the setting of SATS.

A child may need help with practical tasks. Some may find tasks that require good co-ordination very difficult, e.g. learning to use a pencil, pedal a bicycle or catch a ball.

Arrange timetables

Arrange timetables and activities so the child knows exactly what is going on and when, avoiding unnecessary change. In primary school, you may need to draw up a modified timetable for them. In secondary school, make sure that they are familiar with existing timetables. If a change of routine is unavoidable, then warn the child before it happens (whenever possible). A diary/organiser helps the child plan his/her day.

Maintain a stable, ordered secure environment. The autistic child simply cannot function if there are too many changes in the day.

Temple Grandin, a person with autism

Post sixteen

Education for young people with autism does not stop at 16 and some welcome the chance to study further. Depending on their interests or abilities they can stay on at an ordinary or special school or go on to a College of Further Education. Your school might consider developing 'link' courses with colleges so pupils in their post-16 try out college on a part-time basis. Talk to the college about the child's needs so the move is as easy as possible.

What can parents do?

We asked Jo's teachers if there was anything we could do to help him improve his skills. We've got his multiplications tables pinned all round the house and recite them on car journeys.

Peter Marsden, parent of a child with Asperger syndrome

Parents know their child better than anybody else, so the closer you work with them, the more successful your help will be. Together, parents and teachers can:

Work out an individual education programme

Parents need to be involved in the day to day planning of their child's school routine. Let them know the child's timetable, so they can help prepare them the night before and make sure they take what is needed and know what to expect each day.

Keep in touch

What you see at school is only half of the picture. Talk to the parents about the child's needs both at home and at school, to work out the best ways to help them.

Encourage home learning

Suggest activities to parents that will encourage the child to develop new skills, possibly by putting into practice the things they have learnt at school. For example, a parent might take the child shopping to put teaching about money or maths into practice.

Where do I get help?

The National Autistic Society was established in 1962 to provide information, help and support for people with autistic spectrum disorders. As a voluntary organisation, we work alongside other organisations to support people with autism and related conditions.

For details of useful organisations please refer to the relevant education legislation Information Sheets below.

How the NAS can help

For all these services, please follow the links below.

Advice and information

If you cannot find the information you require on our website use the Enquiry Service or contact our Information Centre.

Development and training

We are committed to assisting education authorities in the development of their own services and expertise and offer a consultation service through our Training and Consultancy Service.

The NAS has worked with the University of Birmingham School of Education to develop accredited modular training courses for those specialising in teaching children with autism and for those working with adults. We are also working with a number of other universities to provide courses in autism.

Additional information on NAS services is also available below.