Autism Starting School

Starting school is a significant milestone for every child, but for Autistic children, this transition can come with unique challenges and opportunities. Preparing for this new chapter requires thoughtful planning, open communication, and the use of supportive strategies to create a positive and successful experience.

In this guide, we’ll explore practical, neuroaffirmative advice for families and educators to help Autistic children feel empowered and supported as they begin their school journey.

From using visual supports to fostering collaboration with teachers, these steps can make starting school a smoother and more rewarding process for everyone involved.

Autism Starting School Advice

When a child is preparing to start school for the first time, it is natural for both the child and their family to experience some feelings of anxiety or uncertainty about what lies ahead.

Taking proactive steps can help support and prepare the child for this significant transition, whether they are starting school for the first time or returning after a break.

Supporting a Child in Preparing for School:

School Uniform

• If the school requires a uniform, it can be beneficial for the child to try wearing it in advance. This helps them become familiar with the uniform, reducing potential stress on the first day when it replaces their usual clothing.
• For children with sensory differences who may find certain uniform materials uncomfortable or intolerable, families should consult with the school to explore acceptable alternatives. For example, some schools may allow a crested tracksuit as a substitute for standard uniforms to accommodate sensory needs.

Practical preparation and collaboration with the school can contribute to a smoother and more positive start for the child.

Visiting School

• Visiting the school several times in the week (or indeed over the Summer holidays) leading up to the start of term can be a beneficial way to help a child feel more familiar and at ease with their new environment.
• While many children will have had an initial visit earlier in the year, additional visits can reaffirm their sense of familiarity and reduce feelings of anxiety.
• Walking through the school premises, exploring key areas, and familiarising the child with the layout can contribute to a smoother transition on the first day, as they will already have a sense of what to expect.
• Take photographs and video when you attend, and use these later to reflect back on the visit and what the child can expect to see at school.

Social Visual Guide

• Developing a social guide or visual schedule can be an effective way to help a child understand and prepare for the transition to school. This guide can be created using software such as Microsoft Word and should include visual elements like pictures of the school, teacher, classroom, bus driver, and any other key aspects of the child’s daily routine.
• Including concise and clear text alongside these visuals can further enhance understanding and provide clarity.
• The visual schedule should outline the sequence of events, such as arriving at school, classroom activities, lunch, and home time, to give the child a structured overview of their day and reduce any uncertainty or anxiety.

Visual Schedule

All About Me Booklet / Communication Passport

• Developing an “All About Me” booklet or a communication passport for the school is a valuable way to share important information about the child.
• This booklet provides educators and staff with key details to better understand and support the child, helping them to thrive and reach their full potential.
• It can serve as an ongoing reference for school personnel, ensuring consistency and tailored support. A range of high-quality resources to assist in creating such tools is available at www.amandamcguinness.com specifically designed to support Autistic individuals starting school.

• It is beneficial to create a version of the “All About Me” booklet or communication passport for the bus driver, bus escort, and Special Needs Assistant (SNA), as they will also play a key role in supporting the child.
• Additionally, ensure that you have the contact details for the school, bus driver, bus escort, and SNA readily available and that they have your contact information as well for effective communication.
• Obtain detailed information from the school about the child’s daily structure so this can be explained to them, helping to reduce anxiety and providing a clearer understanding of what to expect.

School Transportation

• Ensure that transportation arrangements for the child have been confirmed in advance. Contact the school directly to verify the details or, if applicable, reach out to the relevant transport authority, such as Bus Eireann, for clarification. In many cases, school principals or administrators handle transportation coordination on behalf of students by liaising with the appropriate authorities. It is essential to confirm the specific policy and procedures in place at the child’s school regarding transportation arrangements.

Communication Journal

• A communication system should be established between home and school to facilitate effective information sharing.
• This may involve using a hardback notebook or journal where important messages can be exchanged between parents/guardians and the teacher or Special Needs Assistant (SNA).
• Teachers may use this method to provide daily updates on the child’s progress and share relevant school information.
• Alternatively, some schools may utilise digital tools such as the “SeeSaw” App, which serves as a communication gateway between schools and families.
• Confirm with the school which communication method they will be using to ensure seamless collaboration.

Labelling Items

• Ensure that all of the child’s belongings are clearly labelled to prevent items from being misplaced.
• As many young children may not yet recognise their written name, consider using a photograph of the child on items where possible.
• This can be attached securely using clear adhesive film or tape to make identification easier.
• For items like clothing, where attaching a photograph may not be practical, stitching or marking initials can be an effective alternative, ensuring that belongings are easily identifiable by school staff.

Opening and Closing

• Encourage your child to practise opening and closing items such as lunch boxes, drink bottles, pencil cases, and school bags before starting school.

  Many children starting school for the first time may require additional support to develop fine and gross motor skills for these tasks.

  If zippers present a challenge, consider attaching a small ribbon or similar aid to the zipper pull to make it easier to manage independently.

  Practising these skills at home can build the child’s confidence and help them navigate daily routines more effectively.

   

Sensory Supports

• If the child requires sensory supports or occupational therapy accommodations during the school day, ensure that these needs are clearly outlined and included in the “All About Me” booklet. Providing this information will help the teacher and Special Needs Assistant (SNA) understand the child’s specific requirements and the strategies or tools that support their well-being and success throughout the day.

Establish Communication

• Establish open communication with the teacher, Special Needs Assistant (SNA), bus driver, and escort to share any pertinent information about the child that may not already be known.
• Providing relevant details will ensure they are well-informed and able to provide the necessary support.
• Maintain regular communication with these individuals to address any updates or concerns as they arise, fostering a collaborative approach to the child’s care and development.

Be Organised

• Maintain organisation by keeping a dedicated folder at home to store all school-related documents. This can include Individualised Education Plan (IEP) documents, term schedules, notices, and contact details. Having all essential paperwork in one easily accessible location ensures that important information is readily available when needed.

 

For Children Returning to School or Changing Schools:

The checklist provided for Autistic children starting school is equally valuable for those returning to school or transitioning to a new school. It can be adapted to reflect the child’s evolving needs and circumstances.

For children advancing to a new academic year or transferring schools, revisiting and tailoring these steps ensures that they remain relevant and continue to support a smooth and positive transition.

• Utilise the Starting School Checklist:

  The starting school checklist remains highly relevant for supporting children through transitions and reducing anxiety or fear associated with change. Adjust the steps as needed to align with the child’s specific requirements and evolving needs, ensuring a smoother and more supportive experience.

• Review the Individualised Education Plan (IEP):

  Ensure that all provisions outlined in the child’s Individualised Education Plan (IEP) are in place for the upcoming school year. Connect with the school’s IEP coordinator to confirm that the necessary supports and services have been arranged and will be implemented effectively.

• New Teacher Preparation: If the child will have a new teacher, do not assume that a previous “All About Me” booklet has been passed on. Create an updated version tailored to the new teacher, including current information about the child’s needs, preferences, and strengths.

• Summary Summary: Consider preparing a summary of the child’s summer activities, such as special trips, events, or holidays, to help the teacher build rapport and understand recent experiences that may influence the child’s transition back to school. This can be sent to the school on the first day or emailed in advance.

• Communications Notebook: Maintain a dedicated notebook for tracking communications with the school and other relevant departments. This ensures all important information is organised and readily accessible when needed.

Starting school is a significant milestone for Autistic children, and with the right preparation and support, this transition can be a positive and empowering experience.

By implementing strategies such as creating an “All About Me” booklet, developing visual schedules, and maintaining open communication with educators and support staff, families can help reduce anxiety and ensure a smoother start to the school year.

Every child’s needs are unique, and adapting these approaches to suit their individual strengths and challenges will foster confidence and independence.

With thoughtful planning and collaboration, starting school can be a rewarding step forward for Autistic children and their families.