Teachers perspectives on support for children with autism in mainstream primary schools.

But many autistic children and young people find school a challenging place: crowds, noise and other factors in the school environment can lead to heightened anxiety, and autistic pupils are more vulnerable to social exclusion. This can lead to long term negative outcomes, damaged self-esteem and mental health difficulties. 

In a survey carried out by the National Autistic Society in 2021, only 26% of autistic children surveyed felt happy at school, with only 24% feeling included. ² Additionally, many teachers have little confidence in their capacity to support autistic pupils: 60% of teachers surveyed by the All-Party Parliamentary Group on Autism stated that they didn’t have the training they need to teach pupils on the autism spectrum.

whereas inclusion fosters wellbeing, social, cognative and language skills in children with disabilities, it develops in typically developing childrens awareness of their own abilities, assisting others, empathy, tolerance and compassion (Chandler-Olcott & Kluth,2009)

Key stakeholders’ views about the impacts of TA support were found to be largely positive, as were evaluations of TA-led targeted academic interventions. A number of quantitative investigations of regular TA support for specific pupils indicated a negative relationship between TA support and pupils’ academic progress.

Ten Year Six pupils with SEN took part in individual semi-structured interviews, discussing their one-to-one TA support. Props(such as a ‘Judge’ figurine)helped to set expectations and reassure participants, whilst a creative, visual activity supported their communication and engagement. Participants’ discussions highlighted that they were almost constantly accompanied by a TA and saw the TA as their ‘teacher’. There was a significant degree of separation from the class teacher and a perception that the TA knew participants better than the teacher did

Pupils had rarely been consulted about their TA support in school. However, great admiration was shown for TAs,who were often considered to epitomise their ideal TA. Participants’ discussions suggested that TAs advocated for pupils and possibly looked beyond theirlabels of SEN. They talked passionately about the emotional support provided by TAs (including building their sense of belonging with in school) and suggested that TAs support more positive interactions with peers.

“Both children are now seen as more happy than sad. R is much softer. Things like relationships are developing for him. Having structure, including sensory [activities], in place has really helped him. A big difference …” nasenjournals.onlinelibrary.wiley.com+1

“S is less prone to dysregulation … anxiety and distress are less frequent and R has started making more eye contact and is beginning to engage with PECs [communication system] exchanges.” nasenjournals.onlinelibrary.wiley.com+1

“From looking at our evaluation, I would say that sensory timetables for children with high levels of need can enable them to feel calmer, and for those with lower levels, sensory snacks/diet with other strategies definitely make a positive difference.” nasenjournals.onlinelibrary.wiley.com+1

What this shows: Teachers distinguishing between children with higher levels of need vs lower levels, using structural supports (sensory timetables, sessions, breaks etc) to help with self-regulation, anxiety, communication.

“The ‘social disconnection.’ I struggle with that as I see them [autistic students] wanting to fit in, 'Will you be my friend? Do you want to play?’ And the other kids are like, ‘No, no I don’t.’ And you know, it’s heartbreaking. So, I see them struggling socially, to socially connect, and I struggle with how to help them.” SpringerLink+1

“The children [on the autism spectrum] that I’ve had the pleasure of teaching have either been wanting to touch everything, which can cause a lot of problems with other students and leads to a lot of misunderstanding from adults. Or, they don’t want to touch anything at all. They want to be away from everyone, which also causes a lot of misunderstandings.” PMC+1

“Across the board, for all of the students who I’ve had in my classroom who are on the autism spectrum, difficulty socializing has been a very big prominent thing with them, and something that I’ve spent a lot of time trying to focus on because I’ve really noticed peer interactions are tough.”

3. What this shows: Teachers describe multiple specific autism-related traits: sensory sensitivities (touch/no touch), social disconnect, difficulty with peer interaction. Supports that follow implicitly include relationship building, social intervention, peer inclusiveness, maybe sensory adjustments.

• “girls can present quite differently from boys” (Sarah, specialist teacher) nasenjournals.onlinelibrary.wiley.com

• “they do things to fit in with the other girls even if they don’t quite know why people are doing it.” (Sarah, specialist teacher) nasenjournals.onlinelibrary.wiley.com

• “females are very good at camouflaging their symptoms … they tend to hide it well” (Sarah, specialist teacher) nasenjournals.onlinelibrary.wiley.com

• “they just haven't been diagnosed because … they have that kind of ability to fit in and hide” (Sarah, specialist teacher) nasenjournals.onlinelibrary.wiley.com

• “SENCos and teachers to recognise girls earlier … in primary it's a very protective environment … diagnosing girls in their mid-teens when they present with depression is a disaster” (Pete, consultant psychologist) nasenjournals.onlinelibrary.wiley.com

• “they’re underrepresented because they’re better at masking” (Calon, CAMHS nurse) nasenjournals.onlinelibrary.wiley.com

What this tells us: Professionals see that girls often do not match the “classic” male profile of autism, mask camouflaging, present social communication more subtly, leading to later diagnosis / under-recognition. They believe earlier recognition & teacher/SENCo awareness are crucial.

• “I did like a few of the teachers … there are some teachers that I became quite close with;” SAGE Journals+1

• “there are some teachers that try to help” SAGE Journals+1

• “I felt stupid for putting my hand up in front of 30 people and asking for help … people look at you in a funny way” SAGE Journals+1

• “they always ask me what I’ve done and how I’ve got on” (teacher-student interaction) SAGE Journals+1

What this shows: From girls’ perspectives: the importance of teacher approachability, being seen and checked in on, comfort in asking for help, and the damaging effects of teacher misunderstanding or high-expectations without support.

• “inconsistencies in staff understanding of individual need” White Rose Research Online

• “anxiety resulting from sensory issues” White Rose Research Online

Though I don’t have more full direct quote text from that one at hand (because of access restrictions), these phrases are cited in the summary as central.

teachers’ emotional response / responsibility
“The prospect of including these students in your mainstream class may fill you with anxiety: You may dread having to exert the extra effort. You may resent what feels like an intrusion on your comfort level and expertise.”
Context: honest description of teachers’ feelings about inclusion — explains why training/support is needed.
Source: Barbara Boroson, Autism Spectrum Disorders in the Mainstream Classroom. Impact of Special Needs

“Children with an ASD need support to predict and understand the structure of the school day, and this is even more essential when there are changes to the usual day including school trips, concert practices or special assemblies. The most useful way of providing this additional structure is by using picture timetables. Timetables should be laid out in a vertical line, with the next activity always appearing at the top. When this activity concludes the picture should be removed from the planner so that the child can clearly see what activity is next and what follows after. Changes, noise and distractions from visitors can also be unpleasant. Try to avoid unnecessary visitors, prepare the child in advance and be sure to explain the purpose of the visit. For more information on planning and managing changes please refer to the section in chapter 2. Children with an ASD will need to be prepared for substitute teachers, timetable changes, school trips or any other irregular activity in advance.” autismwales.org

What this shows / highlights:

• The importance of predictability and helping the child anticipate the day’s activities.

• Practical visual supports (picture timetables) used, in specific format.

• Advance preparation for irregular / changed events (visits, trips, changes in staffing).

• Attention to sensory/disruption issues (noise; visitors) and mitigation.

“How to implement a visual timetable
• Introduce the visual timetable using only three or four visuals.
• Gradually increase the amount of visuals over time, building up to morning or afternoon activities.
• Older children may be able to manage a whole day once the timetable is an established part of their routine.
• Timetables should include all subject lessons or activities, including breaks and lunchtimes and be amended on a daily basis to include specific events, for example, visitors, classroom changes or school trips.
All staff should know • How to use the timetable i.e. that visual cards should be removed and placed in the finished box/envelope at the end each activity. • Some children do not appear to engage with the visual timetable. However, having it in the class gives them the predictability and stability they need. These children may only need to briefly glance at the timetable for it to be effective. • Visual timetables are very effective during times of change. This might be a change of adult within the class or when transitioning.” sites.southglos.gov.uk

Observations:

• Step-by-step implementation suggestions: start small (few visuals), build up.

• Full day schedules only after routine is established.

• All staff need to be consistent (removing cards when done; knowing how it should work).

• Even minimal engagement can help (a quick glance).

• Especially helpful in transitions / change periods.

“Structured teaching is a well-established framework that can support students on the autism spectrum to stay on task and move between tasks. A program for visual schedules and work systems was piloted, trialled, and evaluated with Australian teachers. Key elements: Physical structure of the environment supports students’ sensory and executive functioning needs by adding meaning and context. Structure the physical environment of your classroom by: • clearly defining areas for activities • clearly labelling and positioning materials • minimising auditory and visual distractions • arranging seating according to the individual needs of students, e.g. providing physical space around desks; seating students where they work best – near the teacher, near the classroom door, at the back of the classroom • providing a sanctuary space • using routines. Visual schedules: Using visual cues in schedules helps students to sequence predictable events, and helps teachers to give students notice of anticipated changes and encourage independent transitions.” inclusionED

What this gives us:

• Detailed breakdown of premises of structured teaching (TEACCH-inspired) for mainstream contexts.

• Specifies environmental modifications (labelling, seating, quiet / low-distraction zones).

• Emphasis on routines and visual schedules to support transitions and independence.