Autistic Spectrum Disorder (ASD)

Autistic Spectrum Disorders (ASD) including Semantic Pragmatic Disorder (SPD) and Aspergers Syndrome

Problems experienced by all children with ASD

ReadingExcellent visual memory – read fluently but this disguises severe comprehension problems – particularly with plot and inference. May also have dyslexia.

WritingMost pupils will have specific fine motor difficulties and handwriting is large and untidy.

Creative writing often produces the most anxiety.

-it is very difficult for them to write neatly, imagine a plot and spell at the same time.

SpellingPupils use visual memory route – many will need considerable help if memory not good.

DistractibilityMost autistic spectrum children find it difficult to work in large stimulating groups or environment. Lots of noise can upset them. Often problems in less structured lessons like science (experiments) music, and art. Games can become a problem as pupils may not pick up on the rules in team sports.

EgocentricityThe nature of the disorders precludes the child from learning themselves. They want to be ‘right’ – they learn abstract skills in early years without acquiring any real meaning of tasks.

Strategies to support learning

  • Please adopt a positive behaviour programme.
  • If you are teaching something new, see to ASD pupil first – encourage them to ask for help.
  • Talk slowly and leave time gaps for processing information.
  • Give explicit instructions e.g. 5 more questions in 10 mins. Etc.
  • Avoid laughing at something amusing that the pupil may say – they will think you are laughing at them rather than with them.
  • Comprehension – try to include one/two questions which explore feelings or motives of protagonist – look at inference.
  • Science – check pupil is able to work co-operatively and actively in small practical group.
  • Give little jobs on a regular basis.
  • Make sure pupil sits where you can discreetly prompt or repeat questions (make sure you have given processing time and called pupil by name or else they will think you don’t mean them).
  • Set tasks that are achievable
  • Give explicit directions – use a task board to help.
  • Give handouts with clear written instructions
  • Check pupil understanding of homework
  • Check that the pupil has recorded the task correctly in their Homework Planner and takes the correct books home.
  • Consider alternative homework
  • Encourage pupil attendance at Homework Clubs
  • Give sensible rewards for completing homework (instead of punishment for not completing homework as this can lower self-esteem)
  • Consider using ICT to increase pupil interest and combat handwriting difficulties/aversion

Further information is available from

The National Autistic Society:

The Autism Education Trust: