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Very helpful Sinead, to gather the full picture of the child before starting school, in contacting their pre-school and AIMS support worker if they have one. Ensure to get all relevant information from everyone involved with them to support the child.
Below are some evidence based strategies that I feel would support Irish primary school teachers to include an autistic child in the mainstream classroom setting.
Educational Supports
· Continuum of needs, School Support Plus document.
· Develop a support plan tailored to the child’s strengths, needs, and learning goals. Collaborate with their parent(s) / guardians, special education and class teachers, SNA’s and incorporating recommendations from ‘outside professionals’ such as their Psychologists report, any O.T. recommendations or S& L (if attending).
· Create a one-page profile, to support the child by informing relevant staff of key information, to share when a new adult is working closely with them.
Environmental
· Utilise visual schedules, timetables, and ‘now and next’ boards (and token economy system if needed) to provide structure and help the child understand routines and expectations.
· Use differentiated, inclusive instruction that caters to their diverse learning styles. Taking every opportunity to include sensory/ hands-on activities, ensuring all learners can access the content in various ways (auditory, visual, physical, musical, natural, creative, STEM and technological) across the thematic plan.
Social Supports
· Facilitate and scaffold peer interactions through buddy systems or structured group activities that encourage social engagement and shared learning.
· Use social stories to teach appropriate social behaviours, communication and play skills, and coping strategies for various situations.
· Incorporate inclusive circle time activities that promote interaction and understanding among classmates. Teach the class about neurodiversity and promote inclusivity and kindness. Plan for the student’s voice being incorporated in class and school wide.
Sensory Supports
· Provide short sensory breaks during the day, such as time in a quiet space or access to fidget tools. Have a system where a non-verbal or neurodiverse student can use an ‘I want ____’ board to request a break, a particular space to withdraw to or sensory toy or support to use.
· Modify the classroom environment to reduce sensory overload, including dimming lights, minimising noise, and creating a calm zone.
· Introduce weighted blankets, noise-cancelling headphones, or chewable items to support sensory regulation.
Collaborative Approaches
· Participate in continuous professional development on autism and inclusive education to stay informed about best practices.
· Maintain regular communication with parents to understand the child’s evolving needs and ensure consistency between home and school.
· Work closely with speech therapists, occupational therapists, and psychologists to implement effective interventions.
Fostering an Inclusive Environment
· Educate classmates about autism in a respectful and age-appropriate manner to promote understanding and acceptance.
· Encourage desired behaviours and achievements through praise and rewards.
· Provide predictable routines and clear expectations to help the child feel secure and supported.
By implementing these evidence-based strategies, Irish primary school teachers can create a classroom environment that meets the educational, social, and sensory needs of children with autism and complex needs, ensuring they thrive alongside their peers.Target 1 Social
Collaborative reading comprehension;
Leo will read and discuss a David Walliams book in a weekly book club meeting, held in Leo’s SET teachers’ room. Six students in the book club group will be given a new partner each week to think, pair and share with. By the end of this term, Leo will have participated in one collaborative reading activity with a peer each week, reading and discussing a short passage or completing a story-related task together. These sessions will be scaffolded by the SET teacher who will model interactions, provide discussion prompts, and guide comprehension questions.
Success will be measured by Leo’s ability to complete the activity in four out of five occasions, with minimal teacher support. Teacher will take observational notes on Leo’s ability to provide a verbal summary of the passage along with a positive reflection on the interaction. Progress will also be tracked through weekly feedback from the peer partner and Leo himself.
Target 2 Transition
Leo will visit his new Secondary School three times by the end of this term. Leo will participate in three structured transition activities, such as a guided whole class school visit, meeting key secondary school staff and meeting his Special Educational Teacher in a one-on-one session. Following each visit Leo can share how he feels about the transition using our Z.O.R and we will highlight and practice his ways to get back to ‘green’. SET teacher will listen to Leo’s feedback and encourage him to share something he is looking forward to about the new school, after each visit.
Target 3 Organisational
Leo will create organisational systems to support his transition to Secondary school.
(In his first visit to his new school Leo and his SET teacher will get a copy of the proposed timetable).
Leo will choose a colour to allocate to each subject area and with the support of his SET teacher, he will plan a colour coded organisational strategy for Leo’s Secondary school materials. They will talk through and visualise what he will need to take out of his locker at each break for upcoming classes and what to take out of his bag to avoid a heavy backpack. SET teacher may also work with Leo on end of day planning, to gather all materials needed for homework and how to plan for staggered completion of homework assignments. This target will be worked on throughout his last six weeks of school. Leo will be able to find the subject on his timetable, and match the colour on the timetable to his materials by the end of the six weeks.Eyvonne, I love your approach to addressing all of Leo’s concern’s through the one thematic, high interest story. His difficulties with comprehension, with peer interaction and with the upcoming transition, beautiful seamless planning!
Aine like you I found that some of my students became quite attached to the iPad and I almost avoided their use. Having seen all the ways I could be using ICT I am as enthusiastic as you are.
I love the ‘two stars and a wish’ idea Alan, I have used it and experienced it with peer evaluation but not used it with students. I will implement going forward. Thank you!
I have used the PEP3 with autistic preschoolers and found it very beneficial to identify behaviours, strengths and challenges that I may not have otherwise observed. Many of our students are non-verbal and the kit is easy to use (bubbles, playdough, bell, puzzles…etc) as most activities can be modelled or explained through simple phrases and directions or non-verbal gestures. The results give a great indication of where the particular child needs additional support and informs our teaching (AfL).
