It is highly likely that all staff will have a pupil with autism in their class at some stage. With this in mind it is important that teachers
Understand the individual pupil, consider their strengths and needs.
Build relationships with parents or carers
Engage with other agencies and staff involved with the pupil
Make appropriate adjustments to teaching and learning for the pupil (the way in which activities are presented; modifications to the curriculum are made as required; specific consideration of the social curriculum)
Develop an enabling environment which takes account of physical, communication and social aspects
For many pupils with autism they may only require minimal levels of support in class. Others may need additional input to recognise and support their anxieties and deal with situations which can cause this – eg changes to routine. A few pupils may need a more personalised approach for part or all of the school day.
Staff may need to consider their own style of learning and teaching to provide a classroom environment which allows pupils with autism to feel safe, healthy and happy, active, nurtured, achieving,respected, responsible, and included.
Responding to the need for a social curriculum for pupils with autism is an essential component for successful inclusion in any setting. By recognising the value of meaningful social learning, teachers will be enabling pupils with autism to function in and contribute more effectively in their own communities, developing competencies that are central to Curriculum for Excellence, i.e. successful learners, confident individuals, responsible citizens and effective contributors.