Taneisha is an Assistant Headteacher and SENCO at a Secondary school in London, as well as mother to two autistic sons. Here Taneisha shares some ways to help children flourish at school.

April 2013 will always be an important date for my family, it is the date my first son was diagnosed as autistic. Six years later, he had just started communicating verbally and following simple instructions, and my second son also received a diagnosis. During this time, I acquired autism knowledge through joining several groups for special needs parents and had also become a trained SENCO and Head of Learning Support. Those personal interactions with other parents and children were invaluable in providing me with a balanced view of how some autistic children were experiencing the school environment.

Autistic young people can be perceived stereotypically as having exceptional skills or being incapable of learning. Emphasis is often placed on the needs of autistic people rather than their strengths. Many parents feel that schools frame autism as deficit-based, with teacher-parent conversations focussing on needs or “behaviours” which require attention.  In contrast, there isn’t enough focus on what their children can do well, or efforts to build on those strengths. Some autistic children have a passionate interest in a particular topic, for example. This can be utilised as an opportunity for the pupil to develop skills through researching the topic, presenting their knowledge, or perhaps working with a partner.  Autistic children should have their strengths recognised and promoted, and any differences understood and accepted. 

As a SENCO, I regularly provide whole school training on the best ways to support autistic pupils. I always highlight that young autistic people, just like their non-autistic peers, can have many varied strengths, skills, and aspirations. We need to move away from disproportionately focusing on what children and young people can’t do, and instead give attention to what they are capable of. In my many years of experience I have worked with lots of autistic pupils who demonstrate considerable strengths, these have included:  

• outstanding reading ability 
• passionate interests
• logical thinking
• hard working approach when motivated.

Autistic differences are generally associated with sensory experience, communication, behaviour and interests. How these differences are perceived plays a big role in how autistic children experience the world. Societal judgement can cause isolation and anxiety for many autistic people. On the contrary, understanding and acceptance allows autistic children to feel a sense of belonging, which can enable them to achieve their goals. 

The UK Equality Act 2010 requires schools to make reasonable adjustments for autistic children. It notes that duty is anticipatory, which means schools should give thought to what disabled children might require. This can be achieved with an excellent support plan formulated with the young person, parents and other professionals working directly with the pupil.  Where adjustments are not made, some autistic children may revert to masking their differences, while others might experience visible distress during their school day. It is vital that schools work closely with pupils, families and professionals to understand differences and provide staff with the training required. 

Schools should also pay particular attention to bullying, as autistic children and young people can be at greater risk due to attitudes around differences.  Many parents agonise over school places due to concerns about their child’s wellbeing. True inclusion of autistic children means they have a sense of belonging – in a safe, and accepting environment.

School life can be improved for autistic children with steps such as:

• Inclusive teaching strategies which enable pupils to access learning with the required accommodations.
• Excellent communication with families. 
• Autism training for all staff, not limited to those who are classroom-based. This should develop their understanding of autism, but support should be tailored to the individual pupils. 
• Making reasonable adjustments to policies and practices, such as ensuring that behaviour policies do not put autistic pupils at an increased risk of exclusion. 
• Facilitating an increased understanding of autism for all pupils.
• Frequent conversations with autistic young people about their experiences at school. 
• An education, health and care assessment which considers strengths and differences, where appropriate.

Things are moving in the right direction, but we must continue to improve everyday experiences for autistic children. This starts with an excellent transition programme when young people enter education and continued dialogues with young people and their families as well as other stakeholders throughout their learning journey. 

Further information

• National Autistic Society - exclusions
• Autism Education Trust - exclusions
• School transitions for autistic young people in mainstream settings. A research report (York St John University, in partnership with the Specialist Autism Teaching Team at City of York Council)
• Championing Your Autistic Teen at Secondary School. Getting the Best from Mainstream Settings (Gareth D. Morewood and Debby Elley)