Autism Toolbox a resource for Scottish Schools

Accessibility | Default | A A A

Personalising Learning

"All children and young people should experience personalisation and choice within their curriculum, including identifying and planning for opportunities for personal achievement in a range of different contexts. This implies taking an interest in learners as individuals, with their own talents and interests."                                      Curriculum for Excellence: Building the Curriculum 3: A framework for learning and teaching

It is important that teachers attain an understanding of the pupil’s strengths and needs from the individual pupil profile. This should help inform the teacher of pupil learning style, for example if the pupil learns best when information is presented to them visually, if the use of a computer is a motivator or a cause of anxiety and distraction, if the pupil has difficulty getting started with a task or knowing when to stop.

Pupils with autism need appropriate expectations placed upon them and specific individualised support with clear directions to attain goals and to achieve in school. Adaptations required to support learning should be identified and discussed at pupil review meetings. It is important that parents and all staff all involved with the young persons learning are aware of which supports are most appropriate. 

As no two children with autism are the same, it is vital to ensure that individual differences are considered when adapting any aspect of the curriculum, producing resources or delivering information. This could mean using areas of special interest to encourage the pupil to engage with specific tasks or curriculum. However, it is necessary to consider age appropriateness of resources and to balance the need for a given item/resource in terms of impact on reducing stress levels and the social vulnerability which might lead to teasing or bullying. It is important that resources are adapted to match the understanding or ability level of each child as required. Consider the example of developing a pupil timetable, some children will benefit greatly from a timetable with symbols, while others will prefer a timetable they are able to write themselves.


 Learning grid - Toolbox 2009 

 Toolbox 2009 


Topic Resources

Go to references page

Share Practice

Please contribute to the Autism Toolbox by sharing case studies or practical examples

Share now