Between Lessons
The transition between lessons can be challenging as students often need to:
- Organise and remember all the resources (books, PE Kit) needed for the school day
- Negotiate the busy hallway between classes
- Remember the way to class
- Get to class on time
- Find a seat and unpack their pencil case, books etc.
Many students can find the transition between classes stressful. The following strategies may help:
- Map of the school or School profile (e.g. School Portfolio)
- Teach the teenager with autism each day’s routine/timetable. This can be done using a colour coded timetable or a time table on a smart phone or IPAD/Tablet device. The timetable should detail when and where lessons / classes are to take place and who will be there to help. Over time, the teenager may be able to use the timetable independently.
- Practice good organisational skills by helping the teenager with autism become aware of what they need to bring to each class e.g. books or class resources could be colour coded to match different lessons/ classes on their timetable or if using an IPAD or Tablet notes could be added to each subject to remind the teenager with autism what is needed for each class/ day ahead.
- Teach and remind teenagers with autism what to expect in each class in order to facilitate concentration on the task at hand. A list of expected behaviours, could be part of the School Portfolio and sent to the student in preparation for each new school year.
- Whenever possible, provide clear visual information, use the interactive whiteboard to display lesson plans, etc. to help keep student on track, using ideas from: http://www.teachhub.com/free-interactive-whiteboard-resources.
- Always give the student advance warning of changes in routine
- A staff member or peer mentor, could meet with the student at the beginning and end of the day to have a chat. See link for example of student support options: http://www.autism.org.uk/services/england/lancashire/further-education.aspx
- Discuss or use animation/ visual supports to ask how things went during the day and what is going to happen the following day. This may assist the student to manage school issues at school and not take as many problems and worries home with them.
- Some students benefit from leaving classes a few minutes earlier than other students to avoid the hustle and bustle of the school corridor which can be overwhelming for some students. Link to sensory resource
- Provide a safe, calm, quiet space the student can go to when feeling overloaded and stressed (calm area). This may be a quiet area in a resource room, computer room or library. All staff should know where the calm area is and direct the student to it or encourage the student to recognise his or her own anxiety and ask for this calming time. Give the student the option of going there if he/she is becoming distressed.
- The Incredible 5 Point Scale by Kari Dunn Barr can help alleviate anxieties about certain situations, see: http://www.5pointscale.com/
- Some students with autism require sensory breaks between lessons, an Occupational Therapist is best to advise on this (Link Sensory Resource)
- School could be flexible with regard to lessons and homework.
- Students with autism deal with many transitional challenges during the day that may be managed well some days and not so well on other days. If the student is over anxious, it may help if he or she is permitted to leave the classroom and work in the calm area instead.
Read next: Organisation skills →