E D U C AT I O N
‘As a parent, it’s important to recognise that your child’s
What makes
a classroom
autism-friendly?
Parents know that the teaching environment has a
big impact on their autistic child. When searching
for schools or colleges, uppermost in their mind is
whether their child will function in the classrooms
they visit. Fiona McNeill finds some autism-friendly
ones, together with different teaching approaches
and a variety of equipment to meet pupils’ needs
24 A u t i s m | e y e I s s u e 5 1 2 0 2 3
A
ll children learn better in
classrooms that are well-
designed, spacious and
stimulating. This is even more
important for young people on the
autism spectrum, as an
environment that takes their needs
into account is essential if they are
to learn and thrive.
But what is an ‘autism-friendly’
classroom? And how can you tell if
that environment is the right one for
your child or young adult?
www.autismeye.com
Supporting communication visually:
an example of symbols by Widgit
Ruth Nolan is head of learning
at Rowden House School, a mainly
residential facility in Herefordshire
for youngsters aged 11 - 19 with
ASD and severe learning
disabilities. She points out that
because every autistic person is
different, autism-friendly classrooms
should vary, too, depending on the
needs of the students.
Each classroom different
“We have six classrooms and each
one is different,” she explains. “In
some, the walls are plain because
students are overloaded by visual
stimulation. In others, we have to
hide anything plastic because
some pupils are obsessed with it.
It’s really important for schools to
do a detailed initial assessment of
each child so they can adapt.”
It’s essential to recognise, Nolan
adds, that learning doesn’t have to
take place in a classroom. She
recalls one lad who would only sit
outside in the flowerbed at first, so
staff sat with him, all dressed in
waterproof gear. He progressed to
sitting inside in a tent and was
If children feel safe,
their anxiety reduces
and their ability to
learn improves”
www.autismeye.com
SENDCO is your advocate’
One of the most important elements in creating an autism-friendly
classroom for your child is to work with a school’s special educational
needs and/or disabilities coordinator (SENDCO). Ginny Bootman offers
tips for parents on how to get the best out of the relationship – and
advises other SENDCOs on ways they could support parents better.
I’m currently working as a SENDCO across four primary schools in
Northamptonshire. Recently, I spoke to a parent of a child I used to teach and
asked how he was getting on at secondary school. “They don’t care,” she
said. “They don’t listen to me when I tell them how they can help my child.”
This is a common problem. The difficulties our children face come from a
system steeped in finding solutions, often from within school, rather than from
the people who know the children the best – their parents, carers or guardians.
Ginny Bootman is As a parent, it’s important to recognise that your child’s SENDCO is your
an experienced advocate. Think of your relationship with them as symbiotic – everyone can
teacher and SENDCO learn from each other. As a SENDCO, I know things, but I also don’t know
with responsibility everything. I use the words “I don’t know, but I’ll find out” all the time.
for four primary I remember a meeting with a parent where I was made aware of an
schools, as well additional need that I had never come across before. At the next meeting, I
as being a regular showed a book that I had bought and read to help me understand their child’s
speaker at national needs more. Their body language changed to one of ‘she seems ok’. It was
SEND conferences. only a small thing, but it made a big difference to them.
She is the author As a parent, if you call an ad-hoc meeting, make sure you give your
of Independent SENDCO an idea of what you’d like to discuss so they can prepare and the
Thinking on Being a meeting can be as effective as possible. I work with amazing parents who
SENDCO (Independent often do the research for me, digging out information to help me help their
Thinking Press, 2023): child. They care and they know I care. We all want the same thing, after all.
What we can do is make meetings useful and accessible. As well as
finding a time that suits us all, what about the venue? Does it need to be in
school? Can it be virtual if that suits everyone? What about sending out an
agenda before the meeting, so attendees can submit paperwork if they wish?
We also need to make sure that the correct people are there. Should it be
the SENDCO attending, or the class teacher, or both? When children have 1:1
support, key staff have amazing information about the children they work with
and this needs to be fed back to parents. The seemingly little things that
children do daily are the things that carers need to hear about so they know
that their child feels cared for and valued.
Parents should never underestimate the importance of relaying information
about their child to the SENDCO. I recently had a meeting with parents and I
was wrapping things up with my usual, “Is there anything else you would like
to discuss?” question. The “Well, there is one little thing …” response led to a
deep discussion about an aspect of their child that I wasn’t expecting. The
moral of this is: for SENDCOs, the next time a parent speaks to you, listen for
the small things. These are often the things that make the biggest difference.
eventually confident enough to autism lead. “On a universal level,
venture into the classroom. we ensure our classrooms are low-
“It’s about being flexible and arousal,” she explains. “The
building trust,” she says. “If children colours are calming and we
feel safe, their anxiety reduces and maintain a no-clutter policy by
their ability to learn improves.” making sure information on walls is
St John’s College in Brighton is displayed in specific areas, and
for young people aged 16 – 25 surfaces are tidy and ordered.
who have complex needs, “A sensory bucket is available in
including autism. An autism-friendly every classroom and we provide a
environment is created at the range of sensory seating options –
college in two ways, says for example, rocker chairs, wobble
Alexandra Harris, the organisation’s cushions and gym balls,” she says.
A u t i s m | e y e I s s u e 5 1 2 0 2 3 25
 E D U C AT I O N

Specialist education and care

“These are important for those who secure computer desks

require proprioceptive or vestibular
feedback to enable attention and
concentration.” Proprioception is
incorporate monitors fixed to the
desks that are protected by a
polycarbonate screen. It also
Coming soon!
an awareness of the position and supplies classroom screens that
movement of the body, while act as room-dividers and include Edgewood School is a new,
vestibular input is the sensation of sound-absorbing panels to reduce state of the art independent specialist day
any change in position, direction or environmental noise.
movement of the head. and residential school for children and
St John’s also aims to meet ‘Marvellous’ computers young people aged 7 to 18.
students’ individual needs, Harris With computer technology
Pupils placed at the school will have a range
says. If they are sensitive to light, developing apace, it is increasingly
of complexity and need, including;
for example, they can opt to sit finding a space in special needs
Autism, moderate to severe learning difficulties,
away from a window. “Without environments. CENMAC is a non-
speech, language and communication difficulties,
achieving that positive sense of profit organisation that advises
and associated challenging behaviour.
well-being that comes from having schools, families and young people
sensory needs met, an autistic manufactures a variety of items for Visual learning in Greater London on assistive autism are often visual learners, so Ready to stand the
CONTACT:
learner will not be in the right environments where there is the via computer: technology and how it could help they tend to respond well to strain: items by
Lingswood Park, Northampton, NN3 8TA
space to learn,” she says. “It is potential for behaviour that can James, a in the classroom. It also loans computer screens and tablets as Tough Furniture, Email: edgewood.info@senadgroup.com
imperative that our classrooms challenge, all produced with input teaching equipment, making it easier to try they’re consistent, reliable and whose range also Tel: 01332 378 840 Website: enadgroup.com/edgewood
enable this.” from specialist teachers and carers. assistant at out different solutions. predictable.” These devices have includes sound-
Naturally, the equipment that The company’s workstations Charlton Park “We always start by looking at been marvellous, she says, at absorbing screens
you use in a SEN classroom also have side-panels to create an Academy, the individual, their needs, giving non-verbal children a way to
has an impact on student enclosed space that minimises where CENMAC strengths and weaknesses,” says communicate through computer
wellbeing. For instance, Tough distractions – helpful for kids with is based, works Kathryn Stowell, head of outreach apps. Technology now also allows
Furniture designs and concentration problems – while its with a student at the company. “Children with teachers easy control of sensory
aspects of the room, such as
lighting or sound, or to mirror a
whiteboard onto an individual’s
tablet, boosting concentration.

Appeal of predictability
For more information, visit “Something as simple as an ‘Alexa’
www.widgitonline.com voice-control device can be helpful
for a visually-impaired child,” she
adds. “Another new development
is a QT robot, which works with a
Create, translate, print and share symbol materials online
tablet and responds to questions.
Spelling Test Its face is a screen and it can
display different emotions. Again,
Feelings
Talk About

sh_pp__g
Saturday

it’s the predictability that often

dry hands
apply soap
wash hands

cl_an_ng appeals to autistic children.”

wake up
scared 8:30
embarrassed happy

shower
Echoing the fact that autistic
w_sh__g
brush hair
8:45
get dressed
children respond well to visual
excited wash face
worried
breakfast

input, Rebecca Lynch, a former

9:00

_ust_n_ is holding
a toy Emotions
The man

sad
clean teeth
rinse mouth
shower 10:00
shopping
class teacher at an autism-specific OUR OTHER SCHOOLS:
c__k_ng school, says she has seen
surprised

The woman
is wearing
a hat
cake
Alderwasley Hall School & Sixth Form, Derbyshire
11:15

tid____
confused upset children flourish when pictures are Aran Hall School, Dolgellau
used to support their communication
shoes
is playing
angry dry hair
The dog
dry wash hair 11:30
football
Bladon House School, Staffordshire
Maple View School, Derby
Pegasus School, Derbyshire
Create visual, communication and For a free trial click: Rowden House School, Herefordshire
learning resources in your web browser
using over 20,000 Widgit Symbols. www.widgitonline.com/offer
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with easy to use templates. AUTISMEYE robot, which works OR CALL US ON
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with a tablet and
Visit us at TES SEND Show on 13/14th October at The Business Design Centre, London on Stand 133 responds to questions” We’re social.

26 A u t i s m | e y e I s s u e 5 1 2 0 2 3 www.autismeye.com www.autismeye.com A u t i s m | e y e I s s u e 5 1 2 0 2 3 27
 E D U C AT I O N

in the classroom. Lynch is currently offers advice on how to do so

an education specialist with Widgit, effectively. The company was
a company that designs symbols started by parent and former

We're exhibiting at
for use anywhere, though they are teacher Gina Smith after she
Visual resources to enhance communication and learning. popular in care homes, the criminal observed how visual timetables
Visual resources to enhance communication and learning.
justice system, healthcare settings can calm anxious pupils.

the Tes SEND Show! and SEN schools.

Visuals make a huge “I’m on a mission to raise
Helping to reduce anxiety, create happier and calmer
Helping to reduce anxiety, create happier and calmer
routines and transitions, and give people a voice.
“Visuals make a huge difference, difference, especially awareness of the benefits of visual
routines and transitions, and give people a voice. especially to non-verbal kids,” she communication, and how it can be
to non-verbal kids”
We Come to stand 194 explains. “Research shows that the integrated into family life,” she says,
We offer:
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Visual Timetables Now and Next Boards 60,000 times faster than text. Imagine parents might use pictures for
Visual Timetables
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Communication Books Personalised Visuals
Feelings Charts
Feelings Charts
Calming Charts
Calming Charts young people to you don’t speak the language and short-term activities to a youngster.
and much, much more!
and much, much more! access the curriculum struggle to communicate – symbols “When I was teaching, symbols This might be, for example: now
and/or communicate would make it so much easier. were embedded in all parts of the we will eat our lunch, next we will
Use
Use the
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Visit technology. lC
 ENMAC: www.cenmac.com the bus, who was in charge of their have text underneath, this also
Visit
www.createvisualaids.com lC
 reate Visual Aids: www.createvisualaids.co.uk personal care and what their next encourages reading and writing.
www.createvisualaids.com lR
 owden House School: https://senadgroup.com/rowden task would be. It really reduced “Visuals are often recommended
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Visual resources to enhance communication and learning.
@create_visual_aids lS
 t John’s School and College: www.st-johns.co.uk
@create_visual_aids
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assessment service & free training: lT
 ough Furniture: www.toughfurniture.com In a similar way, the company children,” she says, “but visual
 idgit, which is offering Autism Eye readers a 21-day free trial of
lW Create Visual Aids produces communication aids are
hello@createvisualaids.com
hello@createvisualaids.com www.cenmac.com Widgit Online, with access to the autism support pack: images to boost communication in beneficial to all children (and
https://widgitonline.com/en/offer?code=AUTISMEYE schools, offices and the home, and adults, actually)!”

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28 A u t i s m | e y e I s s u e 5 1 2 0 2 3 www.autismeye.com www.autismeye.com email A u t i s m | e y e I s s u e 5 1 2 0 2 3 29
email autism.training@autism-unlimited.org
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