Autistic Spectrum Disorder

This condition can affect a learner’s speech and language development and their ability to socialise. 

Potential challenges can include:

• Sensory overload: Science labs and particularly Technology workshops can trigger sensory issues due to bright lights, strong smells, and loud noises from equipment. 
• Communication difficulties: Learners may have trouble interpreting unclear instructions, understanding social cues, or working in groups. 
• Motor and coordination challenges: Fine motor skills, handling equipment, or balancing can be difficult for some learners. 
• Anxiety and stress: Unpredictable situations, social friction, and sensory issues can lead to high levels of anxiety and frustration. 

Safety Considerations

Standard laboratory/workshop safety protocols must be reviewed and enhanced to address the specific needs of pupils with autistic spectrum disorders.

There are no issues specific to learners with Autistic Spectrum disorders but there are some issues relating to failure to follow instructions in practical work, as with those with various levels of cognitive impairment,

However, the frustration and sensory overload that can arise can lead to temper outbursts which can, in some circumstances be hazardous.

Teaching approaches

While we are not going to go into great detail here, suitable approached to communicating before and during lessons is essential to ensure safety. Some strategies that can help include:

• Providing clear and explicit instructions: Use both visual aids and step-by-step written instructions to ensure understanding.  Give a warning before flashes bangs or other loud noises. Allow them to wear ear mufflers if preferred.
• Creating a structured environment: Allow for personal space and minimize unnecessary distractions. Seat them at the end of a row near you so you can spot difficulty or anxiety. Let them keep the same seat each lesson.
• Offering alternative participation: Use different forms of assessment, such as digital resources, graphs, or charts, instead of traditional group work or exams. 
• Planning for sensory overload: Have a quiet, supervised space available for learners to go to when they feel overwhelmed. 
• Promoting peer awareness: Educate other learners about Autistic Spectrum Disorders to build a more understanding and supportive environment. 
• Using visual supports: Use diagrams, charts, and interactive computer programs to help learners with abstract scientific concepts. 
• Preparing for unpredictability: Let these learners know about any changes ahead of time as far as you can to avoid the unexpected and be flexible with the schedule.