Science and autism spectrum disorder at P level 4

These sections refer to high-functioning autism and Asperger’s syndrome.  Also read the sections on communication difficulties, which may apply.  As sensory processing issues are often linked with Asperger’s Syndrome, these are included in this section.

Read about the main challenges for children with autism and Asperger’s syndrome across subject areas.  At P level 4 in science, these general issues are the main ones to consider.

 You can also:

• Make sure that all science work has a practical basis, with pupils physically involved.
• Support sensory processing issues carefully – allow more time for the pupil to respond, and work with their strengths.
• Light and sound changes can be distressing for pupils who have sensory processing problems. Avoid sudden changes in light and loud sounds – introduce change gradually.
• Build up tolerance to sound and confidence by preparing the pupil. Play singing and rhyme games which use the body to make sounds such as:
• If you’re happy and you know it clap your hands
• Heads shoulders knees and toes
• Everybody do this. just like me  (good for imitating actions)
• Simon says.
• Use construction toys and cars or trains to experiment with push and pull effects. The language of push and pull is challenging as it depends on a sense of direction (forwards/backwards).  Also use direction in Simon says such as ‘jump forwards, step backwards’ to help develop these concepts.
• Give encouragement for practical challenges and time to practise the skill or adapt the task, to make it physically less challenging.