Many autistic pupils thrive when classrooms are predictable, structured, and flexible enough to meet their communication and sensory needs. This guide gives Teaching Assistants practical, day-to-day strategies you can start using immediately—always in line with your school’s policies, care plans and the class teacher/SENCO’s direction.

Guiding principles

• Neurodiversity-affirming: differences in communication, sensory processing and social interaction are part of human diversity.
• Predictability + flexibility: clear routines with flexible options for access and regulation.
• “Behaviour is communication”: observe triggers and adjust the environment before escalating support.
• Independence first: scaffold just enough; fade prompts; celebrate small steps.

Environment & routines

• Visual timetables (whole class) and now/next cards (individual) to show sequence and reduce uncertainty.
• Clear workstations with “finished” trays; minimise visual clutter where possible.
• Movement/sensory breaks scheduled proactively (short, regular, purposeful).
• Transition cues: timers, countdowns, preview of the next activity; avoid sudden changes where possible.
• Noise/light adjustments: consider seating, headphones, lower-stimulus corners, and consistent signals.

Instruction & communication

• Plain language + concise steps; pair speech with visuals/gestures.
• Processing time: ask once, pause, then prompt; avoid repeating rapidly.
• Choice architecture: offer 2–3 meaningful choices to increase autonomy.
• Task analysis: break tasks into short, clear stages; use checklists.
• Alternative communication: follow the pupil’s plan (e.g., symbols, AAC, Makaton, picture exchange systems) as trained/approved.

Learning & intervention

• Pre-teaching key vocabulary and concepts to build confidence before whole-class input.
• Modelling → guided practice → independent practice with built-in success checks.
• Low arousal prompts instead of lots of talk: point to visuals, highlight the next step.
• Spaced practice and revisiting to secure retention; use the same visual anchors across contexts.

Regulation & safeguarding

• Use the pupil’s regulation plan: agreed cues, break cards, calm corners, sensory tools.
• Meltdown vs shutdown: offer safety, reduce demands, use minimal language, and prioritise recovery.
• Only use approved physical interventions if trained/authorised; record and inform as policy requires.
• Share quick factual notes with teacher/SENCO; log according to policy (e.g., CPOMS).

Working with teachers, SENCO & therapists

• Agree one or two targets at a time; measure small steps (on-task minutes, error counts, exit tickets).
• Embed speech & language/OT recommendations in everyday routines.
• Use a home–school link (as agreed) for consistent strategies and to anticipate tricky days.

Example: calm-crisis-recovery flow

1. Calm: pre-agreed breaks, predictable transitions, clear choices.
2. Crisis: reduce language; remove audience; safety first; follow plan; call for help per policy.
3. Recovery: quiet space; no interrogation; later, a short, neutral debrief using visuals.

Evidence your impact (for your portfolio)

• Before/after of adapted resources with brief notes on access.
• Micro-data: 10-minute on-task samples, entry/exit sheets, error tallies.
• Strategy logs: which visuals/prompts worked; how you faded support.
• Collaboration notes: meetings with teacher/SENCO/therapists and actions implemented.

Templates: Portfolio & Evidence for TA Qualifications

Frequently Asked Questions

How do I support an unexpected change to routine?

Give advance notice if possible; use a visual “change” card; show what’s the same; offer a choice for the first step; keep language minimal and calm.

What’s the difference between a meltdown and a tantrum?

A meltdown is an intense response to overwhelm, not a choice. Focus on safety, reducing demands and sensory load; debrief later once calm.

Are sensory tools allowed in class?

Yes, when they’re part of the plan and used purposefully. Agree which tools, where they’re kept and how to request/return them.

What if a pupil refuses work?

Reduce the demand (shorten, offer choices), start with an achievable first step, use “first/then”, and praise specific effort. Revisit the task later.

How do I involve peers?

Pre-teach buddy roles, model inclusive language, use structured games and clear rules; celebrate strengths and shared interests.