AUTISM INCLUSION TEACHER

Hello from the Autism Inclusion Teacher, 

Supporting learners at HEPS

For some students, transitioning to a different space, teacher, and routine can feel overwhelming. These changes can be especially challenging for students who rely on predictability and structure to feel safe and secure. Having a relief teacher can add another layer of uncertainty, making it even more important to have consistent supports in place to help students manage the change with confidence. At our school, we use a variety of strategies that support both neurodiverse and neurotypical students.

Visual supports, social stories, and regulation cards are created in collaboration with the student, classroom teacher, and SSO to support consistency across all settings and so the student has ownership and control over their learning.

• A regulation scale – a simple visual tool students can use to identify how they’re feeling.
• A student letter/social story – this shares the child’s interests, what helps them feel supported, and what they might find tricky.
• A self-regulation activity – a calming or focusing activity the student can use when needed.
• Support cards – these give students a way to ask for a break. Depending on how they’re feeling (using the regulation scale), they might choose a movement break or a quiet, calming activity.
• Colouring sheets (this student identified this as a strategy that will help them get ready for learning). 

Claire McGarvey

Autism Inclusion Teacher