Autism (ASD)

 

With contributions from: Neil Hamilton-Fairley

Did you know that over 1 in 100 people in the UK are autistic? That’s at least 700,000 children and adults - enough to fill Wembley Stadium eight times over!

Yet, despite how common autism is, many autistic students still face challenges in education - not because they lack ability, but because their needs aren’t always understood.

So, what exactly is autism? And how can we make sure we’re giving autistic students the support they need to thrive? Let’s dive in!

 

What is Autism?

Autism Spectrum Disorder (ASD) is a developmental condition that affects how individuals communicate, interact with others, and experience the world around them. It exists on a spectrum, meaning that people with autism will experience these differences in varying ways and to different degrees.

People with ASD may:

  • Find it challenging to communicate and interact with others.

  • Struggle to understand how others think or feel.

  • Experience sensory sensitivities, such as finding bright lights or loud noises overwhelming.

  • Feel anxious or upset in unfamiliar situations or social events.

  • Take longer to process information.

  • Engage in repetitive behaviours or thoughts.

ASD does not affect a person’s intelligence. Learners with autism are just as capable of achieving strong grades and tackling complex material, but they may require different approaches to learning!

As this disorder exists on a spectrum, it’s important to note that it affects different individuals to different degrees. This means that people so may exhibit only a few or all of these features.

ASD may also be paired with other additional educational needs. When a learner has multiple needs, it is especially important to consider them holistically and to seek advice from the SENCo at your placement. (Although, please note that this article will focus on ASD specifically.)

 

How Can You Support Students with Autism?

As a tutor, you have a unique opportunity to offer tailored support that can make a real difference. Below are some practical tips to help you work effectively with learners with autism.

Planning Ahead

In a classroom, make sure that you collaborate with a teacher ahead of the session to understand what is needed for you, but it is may include helping the learner to participate in discussion and to develop their own independence,

You can do this by building the learner’s confidence, using prompts to develop their engagement with a topic and connecting what they are doing to the big picture or their own interests to motivate them.

In your own sessions, establish a clear routine and framework for the learner. This can involve having a starter, main activity and finisher that each take the same amount of time etc. You can also provide context to the learning so that they can better understand how the topics you are teaching them fit together.

You can use exam papers to do this. For example, by saying, “This will help with Paper Two.”

You can also use frequent recaps of activities and previous learning to help them to retain information.

 

Keep Things Calm and Predictable

Autistic students often thrive on routine, so consistency in your sessions can help them feel more at ease. Try to follow a familiar structure - maybe a short warm-up activity, then a main task, and a recap at the end. If changes are unavoidable, giving a quick heads-up (“Next session, we’ll be working in a different room”) can help reduce anxiety.

Your own approach matters, too!  Staying calm and positive sets the tone for your session and helps students feel more comfortable. If they become overwhelmed, giving them space or using a quiet, reassuring voice can make all the difference.

 

Be Aware of Sensory Sensitivities

Many autistic students experience sensory overload, where certain sounds, lights, or textures can be overwhelming. While you might not be able to change the whole learning environment, you can make small adjustments:

  • Minimise unnecessary noise: If possible, avoid working near loud distractions.

  • Respect personal space: Some students might prefer more physical distance when working.

  • Allow movement: If a student fidgets or needs to take short breaks, this can actually help them focus.

If you notice a student becoming distressed, check in with them and ask if they need a moment before continuing.

 

Clarity is Key

Ambiguity can be difficult for autistic students, so being clear and direct in your instructions can help them stay engaged. Instead of saying, “Can you try that question again?” try, “Have another go at question 3, and focus on using the correct formula.”

This is also something to be aware of when working on English literature. You may need to take more time to clarify and summarise tasks than usual, and it is worth trying to remove unnecessary information where possible. This may mean that you use more concise work sheets with learners with autism or that need to carefully consider what you will say before speaking so that you can avoid unnecessary information. If they are still unsure, you can always add more detail in response to questions that they have.

Visual supports - like written steps or checklists - can also be helpful, especially for breaking down tasks into manageable chunks. But again, just try to keep visual aids free of unnecessary information, so you can avoid over stimulating them and making things uncomfortable.

 

Alternative Ways to Communicate

A learner with autism may also have difficulty communicating with you. If a learner with ASD is unable to express something verbally, give them an option to communicate through writing or drawing to aid in communication.

This can make things easier and more comfortable for the learner. The more comfortable a student is, the more likely they will gain something from your session - which can only be a benefit for their learning!

 

A Challenge for You

Think about how you can make your sessions more predictable for all students, not just those with autism.

Could you introduce a consistent opening activity? Use clearer instructions? Let students know what’s coming next? Even small tweaks can create a more comfortable learning experience.

By making these small adjustments, you’ll be helping to create a safe and supportive space where autistic students -and all learners - can thrive.

 

Sources

 
Diverse NeedsJennifer Haynes