How we support autistic students

Our routines and structures create a safe predictable space for students to thrive. We create rhythms throughout the day, where we support and integrate movement breaks, sensory circuits and physical exercise interspersed between cognitive activities.
Routines and organisation play a critical role in supporting our students in the classroom.
We support all classroom routines with visual supports to lessen the auditory load and support receptive language skills.

A predictable classroom with visual supports helps to:
Lower anxiety as our students know what to expect and what is going to happen next.
Sets our students up for success through communication supports.
Sequence activities so that students know when a task is finished.
Promotes clarity regarding expectations.

Visual supports may range from real objects, to photographs to words.
They provide clear and explicit expectations regarding a task and can be referred to anytime during an activity. With visual support, we aim to reduce the reliance on adult prompts and encourage students to complete tasks independently and with reduced anxiety.
Visual supports may be used to help support instructions such as ‘wait’.
They may be used as conversation starters or to indicate that the learner needs a break.
Promotes clarity regarding expectations.

Visual supports can also be used to aid communication and expressive language. Expressive language may involve using a ‘chat board’ or exchanging or pointing to pictures to help get the message across. This type of communication supports our non-speaking community.

Sometimes those who have good communication skills also need support with expressive communication. A student may be highly stressed or anxious and may find a visual is a good communication tool when words don’t come easily.

Everyone has a unique sensory style. Our classrooms support those with sensory processing differences which are unique to the individual. Sensory supports can help a student learn and engage in activities.

We might modify the environment when the environment and the student’s sensory style are not aligned. Some experiences lead to sensory avoiding or sensory seeking behaviours. We provide regular breaks and alternate activities when needed.

Some students may need access to headphones, fidget toys, cushions, movement breaks and space and time. We provide students with coping mechanisms in how to read and express signs of discomfort and the need to withdraw or take a break.