Consider all sensory issues: smell, visual, sound and touch.
  • Think about when the assembly is held e.g. before lunch with the smells of the kitchen might be too distracting.
  • Use ear defenders/ear plugs to minimise noise where appropriate.
Prepare the Pupil in advance for what might happen e.g.
  • Clapping
  • Music
  • Audience participation
Participating in Assembly
  • Ensure that the pupil has a specific role or thing to be focusing on.
/ For further advice and support contact:
SEND Support Service
New Parks House
Pindar Road
Leicester LE3 9RN
Telephone: 0116 454 4650
Fax: 0116 225 4806
Useful contacts:
Educational Psychology Service:
Collegiate House, College Street. Leicester. LE2 0JX
0116 454 5470
Additional information:
Complex Learning, Communication and Interaction Support Team deliver a range of training for teachers and teaching assistants working with pupils with asd.
The National Autistic Society:
/


Unstructured Times
Pupils with asd have difficulties with a lack of structure and changes to routine.
Using simple strategies you can support the pupil to develop their coping skills and enjoy end of term activities along with their peers.
Too much noise!
Too much going on
Too many changes!
Too many people!




/ Assembly
Pupils with asd require support with:
  • Transition: moving from setting to setting, activity to activity.
  • Making sense of large spaces
  • Groups
  • Sensory issues e.g. noise, visual overstimulation
  • Lining up
  • Following what is being said.
Assembly for those with asd. is noisy and confusing.
Too many people sitting too close.
Big hall with echoes and smells.
Too much to listen to and see! / Teach the expectations for Assembly
  • Listening/looking cue cards
  • When to speak: social stories help explain when to talk.
  • Lining up: photo story or lining up rules show what needs to happen when.
  • Sitting: carpet tiles and objects to hold to help focus attention.
  • Role Play or practice assemblies with a small audience to help explain what might happen.
  • Make Assemblies visual e.g. give a copy of the theme prior to assembly where possible, give a picture/ song lyrics to hold.
  • Keep spoken language simple and direct.
  • Give the pupil a specific place to sit to avoid additional sensory input e.g. near the end of the line and give adult support where needed.
  • Don’t expect the pupil to sit for too long.