Teach-Early-Years-14.1

T here 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, but 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, and whether you work in a preschool or daycare setting or are a teacher in Reception, I hope you will find them helpful. 1 EASING TRANSITION Create a booklet that the parents/ carers can use to support their child over the summer before they start school. 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, as they will 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. 2 VISUAL TIMETABLES Visual timetables help children establish clear routines and know what to expect. They may well be NIKKI SAUNDERS IS THE CREATOR OF READY EDDIE GO! 8 ways to support children with autism There are simple strategies every early years setting can use to meet its learners’ additional needs, says Nikki Saunders … Colourful displays are fun, but toomuch can lead to sensory overload more useful on the desk in front of a child than displayed on a wall, 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 the class, the timetable is something that is already in place, that is safe and reliable to them, and that reduces uncertainty and language demands. 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, moving 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? 5 SENSORY STIMULI Consider the environment in your classroom carefully. There are plenty of visual distractions already in mainstream settings. We can assume that 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, and 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. 3 STRUCTURING PLAYTIME 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, especially if there has been confusion socially. By adding structured play to the start of playtime every day, this can lessen anxieties and help 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. 4 USING INTEROCEPTION Interoception is an internal sensory system by which the physical and emotional states of an individual are noticed, recognised and responded to – for example, challenges in recognising hunger, thirst, body temperature, or needing the toilet. 32 Teachearlyyears.com