Autistic Spectrum Disorders (ASD)

Speech, Language and Communication Needs

• Visual timetables in all classes, with some children having access to more individualised versions.  

• Areas of the classroom are clearly defined and labelled.  

• Opportunity to communicate in different ways e.g: Makaton.  

• Now and Next boards. 

• A differentiated curriculum and resources including sensory equipment or access to the sensory room. 

• A range of resources to support pupils with speech and language difficulties e.g. word banks, visual prompts. 

• Support during times of stress or anxiety.  

• 'Zones of Regulation' to support children learning about their emotions and how to self-regulate.  

• Resources to reduce anxiety and promote emotional wellbeing e.g. fidgets, physical learning walks. 

• Areas of low distraction/individual workstations  

• Use of ICT where possible to reduce barriers to learning  

• Social skills support including strategies to enhance self-esteem and nurture groups.  Strategies/programmes to support speech and language development. This includes facilitating small group or one to one support for children following programmes of work provided by outside specialists such as speech and language therapists.  

• Use of individualised reward systems to promote learning and enhance self-esteem  

• Staff who are trained to deliver ‘Lego therapy’ sessions to promote social and communication skills  

• Individual daily special time/box time sessions for children who this has been recommended for.   

• Support/ supervise children at time they feel most anxious or stressed e.g. break and lunch. 

• Social skills programme/support including strategies to enhance self-esteem e.g. social stories. 

•  Where necessary we seek advice and training from outside agencies. 

Updated September 2024