Curriculum access

for children and young people on the

autism spectrum

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Learning outcomes

To consider:

• barriers to learning and curriculum access for

children and young people on the autism spectrum

• differentiation strategies to facilitate curriculum • differentiation strategies to facilitate curriculum

access

• homework, testing and examinations and out-of-

school activities.

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The world turned upside down

Teaching styles that are effective for typically developing children and

young people are often NOT as effective for those on the autism

spectrum. Consider the following – in your experience do learners on

the spectrum enjoy or are they motivated by these activities?

• learning by listening

• novelty, new events, trips, special days • novelty, new events, trips, special days

• opportunities for small talk

• pleasing others

• open-ended tasks

• role-play/imaginative tasks

• group work

• playtime/break.

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Autistic differences can impact on learning

• Language not sufficiently developed to follow teaching

• Slow verbal processing/difficulty in sustaining attention to teacher talk: has not fully listened to/remembered teaching

• Learning difficulties

• Difficulty in dealing with open-ended tasks

• Problems in organising ideas into a coherent sequence

• Lack of empathy makes for a poor imaginative response• Lack of empathy makes for a poor imaginative response

• Perfectionist: can’t handle making mistakes

• Easily distracted or forgets what the task is

• Turns topics to ones of his/her own interest

• Problems concentrating in a noisy environment

• Lower ability at putting feelings/needs into words and communicating/asking for help

• No motivation or wish to please the teacher by trying

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• Difficulties transferring learning from one situation to another: failure to make connections/see big picture

• Uncertainty over choice and opinion; problems with anything that is speculation rather than fact

• Rigid perceptions of what they feel they can do/can’t do, like/don’t like: can be difficult to engage in some tasks

• Black and white thinking: lack of appreciation of grey areas in group

discussions

• Poorly developed social skills: difficulties in team games and group

taskstasks

• Dyspraxic-type coordination difficulties: weak pencil

control/balance/ball skills

• A wish for social success can lead to skewed priorities.

But not all of these difficulties in any one young person!

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Activity 6.1 Barriers to learning

• Seat yourself next to a colleague. Identify two different

children or young people on the spectrum who you teach or

support.

• Consider the autistic differences checklist (Handout 6.1) for • Consider the autistic differences checklist (Handout 6.1) for

each child or young person you have identified. Highlight the

differences experienced by child A and discuss as you do so.

Then repeat, highlighting the checklist for child B.

• Compare the highlighted patterns. What does this tell you

about barriers to learning for each child?

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How do we overcome barriers to learning?

Common practice is to overcome barriers and improve

curriculum access through additional adult support.

BUT

Ofsted (2010) found that additional adult support is not always

effective in removing barriers to learning: effective in removing barriers to learning:

• extra adults may help the child to complete the task rather than

actually helping him/her learn

• the child may work solely with a TA and never with the teacher

• the close presence of an adult may make a child more socially isolated

SO

further planning is needed

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Differentiation for children and young

people on the autism spectrum

Schools have a responsibility to:

• set suitable learning challenges

• respond to diverse needs

• overcome barriers to learning.• overcome barriers to learning.

… all of which require planned differentiation taking

into account characteristic differences of the autism

spectrum.

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Differentiating lesson objectives

and content

• Differentiated learning objectives which take into account

individual needs; personal targets in priority areas (social,

communication and thinking)

• Selective content• Selective content

• Earlier and easier content

• Content used to teach a more basic skill

• Different content

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Differentiating teaching styles

• A more practical/kinaesthetic approach

• Clearer links between learning (mind maps are useful)

• Visual teaching styles:

• mind maps and/or flowcharts

• careful use of the interactive whiteboard• careful use of the interactive whiteboard

• showing artefacts and photographs

• showing information in diagrammatic form

• see the text rather than just hear it read

• making good use of modelling: let the child watch

• ‘one I made earlier’.

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Case Study 1

‘When writing an autobiography assignment Cynthia

fixated on describing her pets and her interactions with

them in minute detail. A teaching assistant worked with

Cynthia to draw out a mind map to help her plan out Cynthia to draw out a mind map to help her plan out

exactly what should be included in her autobiography.

This mind map was then used to develop a writing

frame, which enabled Cynthia to expand her

autobiography to encompass a greater range of topics

and to reduce minute details.’

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Auditory processing difficulties

• May not understand or process language effectively

• Difficulties in screening out other noises and knowing which sounds

to attend to

• Sensory integration problems (only one sensory channel processed

effectively at a time – eg, hearing, vision, touch, smell)effectively at a time – eg, hearing, vision, touch, smell)

• May not realise you are talking to him/her when talking to the class

• May need to ‘translate’ spoken language into visual images

• May tune in and out, resulting in patchy understanding

• Listening can be very stressful and tiring

• Literal interpretation/confused by ambiguity

• Too much language - results in overload

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Improving access to auditory teaching

• Cueing in

• Tolerating looking away

• Differentiating discussion questions

• Chunking listening by using short tasks

o use of discussion partners

short pencil/whiteboard tasko short pencil/whiteboard task

o exercise breaks.

• Use of discussion partners

• Modelling clarification

• Praising pupils for seeking clarification

• Teaching and reinforcing good listening

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Activity 6.2

Differentiation: adult support

Talk in mixed pairs of teachers and support staff about

the role of teaching assistants in supporting children

and young people on the autism spectrum in your

setting. Teachers: ask TAs which strategies they find setting. Teachers: ask TAs which strategies they find

most effective in the following areas: a) supporting

learning b) promoting curriculum access c) increasing

independence.

What do TAs feel they need to know to enable them to

differentiate effectively for individuals on the

spectrum?14

Differentiating support: teaching assistants

• Pre-teaching (formal or informal)

• Focusing, prompting and repetition

• Overt modelling

• Modifying language/translating

• Alternative recording • Alternative recording

• Working away from the class

• Structuring up the task

• Help the pupil understand the teaching

• Visual ways of presenting tasks

• Writing social stories

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Alternative methods of recordingIdeas include:

• Scribing

• Computer applications

• Writing frames (see

example opposite)

Science experiment _____________

We got……………… ………………….,

…………………… and …………………...............

1. First we…………………………………...........…

……………………………………………...............….

2. Then we …………………….........……..………example opposite)

• Sorting tasks

• Simplifying descriptive

writing

• Tops and tails

……………………………………...............………….

We saw that…………….................…………….

………………………...................……………………

3. This made us think that

..................................................................

..................................................................

4. We learned that …………….............….....

……………………………………...................………

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Structuring up tasks: task lists

• You could use scrap paper, a small whiteboard or a laminated sheet with the initial task printed.

• Ask the pupil Tell me what you have to do first ..... then...etc.

Example task list

1. Copy title and date,

underline.

2. Cut out the hurricane

pictures.

3. Stick them in your book have to do first ..... then...etc.

• Jot the steps down in order.

• The pupil works through,

ticking off as done.

3. Stick them in your book

in order.

4. Under each picture explain

what is happening.

5. Put your hand up to let the

teacher know you have

finished.

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Ask a teaching assistant to listen and

provide prompts:

Note anything important the

child or young person will

need to remember.

Note some important

words eg

Heat chocolateheat

Melts, runny, sticky

Cool chocolate

Goes solid, hard

cook

heat

beat

mix

bake

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Visual ways of presenting tasks

Different ways of helping the pupil to see what they

need to do.

• Use a highlighter pen to attract the pupil to

instructions or to places where they should write

• Use writing frames to structure answers• Use writing frames to structure answers

• Give diagrams to label

• Give ruled space for answers

• Specify how many sentences 1 2 3 4 5 6

• Use a computer application such as Clicker

• Make up a worksheet with a simplified task (see slide 22)

• Make a pictorial instruction/jig (see slide 20)19

Photo(s) for Lego task

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Case study 2

‘Yolanda was struggling with how a maths task was presented in

her textbook. The page was littered with pictures that were

irrelevant and distracting. The way in which the maths was

presented varied from numbers to words. Instructions were

wordy. Yolanda needed a lot of help to get through it and felt wordy. Yolanda needed a lot of help to get through it and felt

confused and anxious as she was doing so. It was decided that

the TA’s time would be used to prepare a visually clearer

worksheet which she was then able to work through more

independently as she could see what she had to do, instead of

directly working with Yolanda. Tactile counter pieces were also

provided to help enable the task to be more tangible, rather than

abstract.’

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A maths task made simpler

22

Visually drawing attention to important

information

Today we are working on:

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Today we are working on:

The Romans

Case study 3

‘During an art lesson, and following the teacher’s instructions,

Paul seemed at a loss as to what to do and just stood at the table

with materials in his hand. Paul’s teacher asked a peer at his

table to describe and show what they needed to be doing during

the art lesson. The teaching assistant then prompted Paul to the art lesson. The teaching assistant then prompted Paul to

explain what he was to do as he undertook each step. If he got

stuck, she prompted another pupil to demonstrate that step. The

steps were then recorded in a bulleted list which Paul could refer

to when needed. This combination of peer modelling and a visual

list worked well to support Paul in recalling instructions.’

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Case study 4

‘The teaching assistant has noticed that Ben does not

take in what is being covered in class explanations and

introductions. Knowing that the topic of the Egyptians

had some difficult vocabulary, Ben’s TA decided to pre-

teach some of the words and concepts dealing with

ancient Egypt. They worked together cutting out images ancient Egypt. They worked together cutting out images

and pasting them next to words that were to be covered

in the introductory lesson. The TA encouraged Ben to

listen out for the key words to be mentioned by his

teacher. Ben was more attentive in the introduction, and

was helped when his TA discretely pointed to some of the

key word cards they made as the introduction went on.’25

Activity 6.3

Working in teacher/teaching-assistant pairs and

using the worksheets provided, identify visual

strategies which could be used to differentiate

the tasks for a child or young person on the the tasks for a child or young person on the

spectrum who you teach or support. Discuss

how these could be applied to other subjects

and tasks.

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A word about social stories

and curriculum access

Social Stories (Gray, 2010) may be helpful in promoting

access to the ‘social curriculum’. Many children and

young people on the autism spectrum do not work out

easily what the expected behaviour in particular easily what the expected behaviour in particular

situations is; social stories combine well with visual

strategies, explaining social rules and providing

guidance in an ‘autism-friendly’ way (Howley and

Arnold, 2005).

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A word about social stories and curriculum access

Social stories can be written to support curriculum access, for

example providing information about the following types of

topics which are common ‘barriers’ experienced by children and

young people on the spectrum:

• When does the teacher want me to answer questions in class?

• Working with my talk partner in class.

• Correcting mistakes.

• Asking for help in class.

• Tackling problems in maths.

• Winning and losing.

• How to take tests.

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Case study 5‘Becky had a diagnosis of Asperger’s syndrome and a statement of special

educational needs with full-time support at school. Even with this support

Becky was highly anxious and prone to emotional outbursts, usually borne out

of frustration with herself. In particular, Becky could not tolerate making

mistakes. Becky’s intolerance of her own errors became a major stumbling

block to her inclusion. Very little work was completed as, in nearly every

lesson, Becky tore up her work. She disrupted lessons with screams of rage.

She went home each day emotionally and physically exhausted. Staff decided She went home each day emotionally and physically exhausted. Staff decided

to try social stories and collaborated to write a simple story that explained

that making mistakes was OK and, in fact, this meant you were learning

effectively. The story suggested alternative actions to tearing up her work and

getting upset: to say ‘Never mind, everyone makes mistakes sometimes,’ to

put a line through the error and continue working. The story was shared with

Becky. In class when Becky made a mistake the TA modelled saying ‘Never

mind, everyone makes mistakes’ and putting a line through the error. Becky

loudly and angrily joined in and did as shown. She gradually internalised the

story and performed the new actions for herself.’

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Supporting group work

Social differences characteristic of the autism spectrum mean

that group work poses yet another set of challenges for the

youngster with autism. Barriers may arise due to:

• difficulties sitting in close proximity to others

• not listening or appreciating others’ ideas • not listening or appreciating others’ ideas

• failing to take turns in discussions

• insisting on own viewpoint

• inability to share

• inability to co-operate and collaborate

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Supporting group work

• Begin with partner work if a group is too stressful for the

individual

• Use ‘your turn’ cards to visually clarify whose turn it is to

speak – use a toy microphone with young children

• Make it clear how long the individual is expected to • Make it clear how long the individual is expected to

participate – set small time limits and gradually build eg:

first… 15 minutes group work, then...5 minutes doodling in

quiet area

• Give role cards to group members (eg, thinkers, scribe,

illustrator, time keeper, presenter)

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• Teach how ‘group work’ works, eg, by use of video interaction

guidance to model social skills of group members – this has

the added benefit that the individual can replay the video

repeatedly as needed

• Support with visual structure which indicates principles of

group work (see next slide for an example)

• Allocate the child or young person on the spectrum a task

within the group which uses their strengths or interestswithin the group which uses their strengths or interests

• Provide a visual strategy (communication card) which enables

the individual to leave the group if too anxious

• Consider developing a series of social stories (or articles for

older students) that explain the social rules of group work and

why it is important for group members to follow these rules

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Group working

Your names

Taking turns

Sharing

equipment

Helping

each othereach other

Listening to

each other

Agreeing

how to do

things

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Activity 6.4

Working in the same teacher/teaching-assistant

pairs, and using the highlighted lists which

identified barriers to learning and curriculum identified barriers to learning and curriculum

access (Activity 6.1) for each child or young

person, identify two or three ways of improving

their access to the curriculum. Prepare to

feedback to the whole group.

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A word about tests and exams

For public exams, school tests and classwork generally, the

following access arrangements may be available to pupils on

the autistic spectrum as necessary for different individuals:

• taking tests in a quiet room

• 25% extra time to allow for slower processing or writing speed• 25% extra time to allow for slower processing or writing speed

• a reader

• a scribe

• rest breaks

• a prompter

• possibly oral language modifier (questions explained in more

simple language)

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A word about homework

• To many pupils on the autistic spectrum homework is an illogical and unfair

feature of life; this can be an initial problem to overcome

• Some pupils will literally not have heard you set the homework: try not to

leave it to the end of lessons to set it

• For many their notes are insufficient for them to recall what to do: try to

provide step-by-step instructions, preferably written or presented on the provide step-by-step instructions, preferably written or presented on the

school VLE or via email

• Some pupils obsess over homework: you may need to set them a time limit

• Some pupils fail to plan for homework properly: build in organisational

support

• A surprising number do the homework but fail to hand it in: ensure that staff

ask the individual directly for their homework

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Case study 6

‘Bronwyn was a Year 7 pupil who was getting increasingly

argumentative with her school and family over the issue of

homework. She saw no use or purpose to it whatsoever. A TA

decided to write a social article explaining the reasons why

teachers gave homework. She planned this with Bronwyn’s

parents, and ensured that the message would be reinforced both

at school and home. The article highlighted the positive aspects of

homework – such as how it consolidated and practised one’s

learning, and gave opportunities to extend learning that couldn’t

be completed during the day. Although not completely happy with

the concept of homework, Bronwyn began to understand its

purpose and gradually grew to accept it as a necessary part of her

school routine. The TA was then able to help her formulate useful

strategies to get homework completed on time.’37

Disability discrimination: breaking down barriers

The Equality Act (2010) defines disability as

‘….., a physical or mental impairment which has a substantial and

long term adverse effect on his or her ability to carry out

normal day to day activities.’

Autistic spectrum disorders are a lifelong disability.

Reasonable adjustments must be made to include the child oryoung person with autism in all aspects of school life.

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Protection from discrimination• Schools must not treat disabled pupils less

favourably (unless you can satisfy a court that what

you did was reasonable in the circumstances).

• Schools must make reasonable adjustments for

disabled pupils. (This means you must anticipate the

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disabled pupils. (This means you must anticipate the

barriers disabled pupils may face and take steps to

remove or minimise them.)

If a school treats a disabled pupil (or prospective pupil)

less favourably than another for a reason related to his

disability, and without justification, they may be

breaking the law.

Characteristics of autism may present many barriers to

including children and young people in the wider

curriculum, eg, out-of-school trips, extra-curricular

activities. However, these types of activities are

important for raising self-esteem and developing social

interaction skills.

With careful planning, taking into account individual

needs and differences, individuals on the spectrum can

be fully included in all aspects of school life.

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Activity 6.5

Working in small groups, select two of the topics below and

identify barriers to including a child or young person on the

autism spectrum.

• Lessons at the swimming pool

• Lunchtimes in school

• The Christmas show

• Attending an after school club

• A trip to a zoo

• A residential trip to an activity centre

Identify strategies to break down barriers and to enable

participation.

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In summary

Autism spectrum differences present particular barriers

to inclusion in learning and curriculum access.

Autism-friendly strategies help to break down barriers Autism-friendly strategies help to break down barriers

to enable access and participation.

Strategies are most effective when combined – future

training will explore examples of combined strategies.

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