Provision for Children with Autism
We use visual language for communication throughout the school. The visual language can take the form of signing, using a modified version of signs used by deaf people, or using simple pictures and photos. These may be seen in:
- pictorial timetables and personalised schedules to inform children about the sequence of planned activities
- signing
- use of communication boards and books with pictorial symbols or objects of reference
We plan the layout of each classroom carefully so that it is clear to the children which activities take place in which areas. We use these areas for teaching new skills to individuals or small groups of children.
An assistant head has responsibility for advising the other staff throughout the school so that they can make their classrooms and activities ‘friendly’ for children with autism.
- pictorial timetables and personalised schedules to inform children about the sequence of planned activities
- signing
- use of communication boards and books with pictorial symbols or objects of reference
We plan the layout of each classroom carefully so that it is clear to the children which activities take place in which areas. We use these areas for teaching new skills to individuals or small groups of children.
An assistant head has responsibility for advising the other staff throughout the school so that they can make their classrooms and activities ‘friendly’ for children with autism.
