PSHE at KS1 and autism spectrum disorder

These sections refer to high-functioning autism and Asperger’s syndrome. For communication difficulties associated with other aspects of autism, read the communication difficulties section. As there are often sensory processing issues linked with Asperger’s syndrome, they have been included here.

Begin by reading about the main challenges for children with autism and Asperger’s syndrome across subject areas as these points will apply. 

The challenges at KS1

PSHE focuses on knowing and using social rules and expectations, and developing an understanding of one’s own feelings and the feelings of others. These are areas of difficulty for the pupil with Asperger’s syndrome.

At KS1 the pupil may seem mostly interested in themselves with little understanding of how others feel. They may struggle to comply with instructions, prefer to work away from other pupils and find life very confusing. 

Pupils with Asperger’s syndrome will probably struggle with their feelings. They will need to be taught about feelings, including the associated facial expression and body language. 

You can:

• Maintain consistent routines. The National Autistic Society talks about the three Rs: rules, routines and reasons. If rules and routines are not imposed, the pupil will create their own, which may not be appropriate.
• Use reason, a logical approach to developing appropriate routines. The Asperger’s syndrome pupil responds best to logic, where they can understand the connections and do not need to use ‘mind-reading’.
• Make sure the pupil knows what is happening next and what is expected of them. Use clear and consistent boundaries and strategies such as visual timetables and social stories. These are valuable for teaching the unspoken rules of social interaction.
• Develop ‘emotions scrapbooks’. These focus on a particular emotion and include photos of people experiencing that feeling. They also describe times when the pupil has felt that way. 
• A ‘feelings thermometer’ may help the pupil to become aware of (and monitor) the intensity of their feelings and trigger strategies to deal with them. 
• Teach basic feelings such as ‘happy’, ‘sad’ and ‘angry’ first, as these are easier to understand.  Other emotions are related to social conventions or expectations (jealousy, embarrassment) and are more difficult to define. Use photos, examples from school life and role-play to work through situations which can cause them.
• Have basic rules for classroom discussions that are clear and consistent and include actively listening to others and taking turns. A ‘talking object’ is useful to help with turn-taking (read literacy at P level 8).
• Help the pupil to start and end conversations, interpret gestures and body-language and use general conventions such as ‘Hello’ and ‘Goodbye’.
• Set up a Circle of Friends which allows the pupil and their peers to understand about each other and build respect. It also helps peers respond to behaviour that may appear odd or unusual. 
• There are some good resources in the Social and Emotional Aspects of Learning (SEAL) booklets. See Literacy KS1.