Science at KS1 and autism spectrum disorder

These sections refer to high-functioning autism and Asperger’s syndrome. Begin by reading about the main challenges for children with autism and Asperger’s syndrome across subject areas

For communication difficulties associated with other aspects of autism, read the communication difficulties section.

As there are often sensory processing issueslinked with Asperger’s syndrome, they have been included here.In science at KS1 the need to work co-operatively with other pupils can have be an issue in practical work. Some pupils with Asperger’s also have Attention Deficit Hyperactivity Disorder (ADHD) This means they can be impetuous; not listen to instructions and use equipment before they are clear what they should be doing

You can:

• Lay down clear ground rules, for group work, about sharing and respecting each other’s ideas. Allow plenty of space and be clear about objectives.
• Give a hand-out, with illustrations, of the sequence of tasks so it can be referred to throughout the lesson.
• Use model questions to guide the pupil’s enquiry-based thinking. Ensure that new and key, vocabulary is established and recapped before practical work. Place a list of new words on each table or on the whiteboard.
• Boost self-esteem if the child needs to present ideas by ensuring vocabulary is understood, and use supportive questioning where necessary.
• Support pupils with sensory processing disorder or fine/gross motor skill problems, during practical tasks.
• Avoid safety issues, by using robust and non-breakable equipment. Make sure hot or very cold substances are used on a tray that will hold spillage. Use social stories to help children, especially those with ADHD, understand how to behave safely - draw stickmen to take the child through the situation.
• Link with class PE to encourage motor development for measuring, pouring, weighing and connecting wires with clips. Encourage practice sessions with equipment before starting practical work.