There are simple strategies every early years setting can use to meet its autistic learners’ needs, says Nikki Saunders…
There is a saying that once you have met one autistic person, you have met just one autistic person. When my son, Tyler, started school, I was so worried: would he feel lost? Would he understand what was expected of him?
I was very grateful to his teachers, who took time to listen to me and communicate what he was unable to. You really can feel like “that parent” sometimes, demanding all the details. However, the little things would need communicating because they were huge to him and could affect his whole day.
Along our journey, we have learned so much. The tips below made a significant difference in terms of meeting Tyler’s needs in school. Whether you work in a preschool or daycare setting or are a teacher in Early Years, I hope you will find this autism advice helpful.
Create a booklet that parents/carers can use to support their autistic child over the summer before they start in Early Years. This can apply to starting a new class or year group too.
Provide photos of their teacher, classroom, toilet area, dinner hall, playground, teaching assistants, assembly, their peg and tray, carpet time, etc.
All of these will help children process their surroundings and feel more comfortable during their transition. They’ll also be getting to grips with a lot of language, the school environment, new people and routines.
A few extra opportunities to visit school, perhaps just with one or two trusted adults, will help too.
Visual timetables help children establish clear routines and know what to expect. They may well be more useful on the desk in front of a child than displayed on a wall. This is in case the child becomes too distracted or overwhelmed to refer to them. The timetables help children feel safe and secure in their routines.
For example, if they were to have a sudden change such as a cover teacher or a new child joining Early Years, the timetable is something that is already in place. It’s safe and reliable to them, and that reduces uncertainty and language demands.
Playtime is generally the most unstructured part of the day. Therefore, you may find autistic children don’t feel confident in expressing their needs to you. This is especially if there has been confusion socially.
By adding structured play to the start of playtime every day, this can lessen anxieties. It helps children to feel more confident in seeking an adult when needed. For example, you could start playtime by relating the play to their personal interests.
Interoception is an internal sensory system by which the physical and emotional states of an individual are noticed, recognised and responded to. For example, this might be challenges in recognising hunger, thirst, body temperature, or needing the toilet.
You can use visuals as prompts for these and add as many as possible into a child’s routine. You might use toilet prompts at certain times of the day and encourage regular water-bottle stops.
If you are concerned about the lack of water being consumed, you can place a hairband around the bottle. Move it down a little to encourage a visual line of where to try and drink to. For body temperature, a child could be hot and may not recognise this or know when to remove their jumper.
You can teach them with visuals and to look in a mirror, encouraging them to touch their cheeks. Do they look and feel hot?
Consider the environment in your classroom carefully. There are plenty of visual distractions already in mainstream settings.
Colourful displays are fun, but too much can lead to sensory overload as children try to navigate other challenges.
Ear defenders are useful to have on hand for when they are needed. Fidget toys are designed to provide sensory outlets. Wobble cushions promote posture and improve balance for those who seek movement. Weighted blankets provide comfort and help soothe anxieties for some children.
Liaise with family, and observe how the child interacts with different sensory supports.
When a child with autism is overwhelmed or dysregulated, it can be helpful to have a known, quiet space in Early Years where they can take their time to find some calm.
Try to minimise your words; it’s tough, I know, as you may just want to reassure them. Just being by their side can be enough, however, and they will eventually join your calm.
An autistic adult once described this situation to me as, “It can feel like an extra radio going off that I cannot tune into; it gives me even more to process.” Once they are calm, talk to the child and/or use visuals to help them name their emotions.
Modelling patience and compassion towards autistic children teaches their peers to do the same. You’ll find this extends into playtime. You will be super proud watching your pupils help one another, often hearing your own words back!
Never doubt that your efforts will make a difference. As a parent of two autistic children, I appreciate this more than you know.
When giving instruction to an autistic child, it’s useful to direct a child towards what “to do”. Often, we direct autistic children on what “not to do”. This leaves them with no idea of the action or behaviour that is required.
You will also get a better response from them by using a positive direction. This way they will feel as though you have understood their challenges.
It’s also important to consider language choices. Autistic children can be very literal, so it’s helpful to avoid idioms. Use visuals and keywords you know that they understand.
Nikki Saunders is the creator of Ready Eddie Go!, a series of children’s books that takes young readers through day-to-day experiences that an autistic child may find challenging. Visit nrsaunders.com
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