The four key areas of difference

1: Interacting

• Not realising group instructions apply to them.
  
  
• Failing to notice or understand the unwritten social rules.
• Acting appropriately in the social context
  
  
• Difficulty with cooperative activities/interaction skills.
  
  
• A lack of attention to or interest in people.
  
  
• A lack of or poor awareness of other people’s feelings and their own.
  
  
• Difficulties with ‘mind reading’ (theory of mind) may lead to misunderstandings.
  
  
• Difficulties with imaginative and symbolic play.

Helpful hints for interaction

• Direct teaching of social rules/skills in a variety of settings.
  
  
• Explain social conventions in a way that is meaningful to the pupil.
  
  
• Clear feedback about inappropriate social behaviour; specifically reward positive behaviour, and tell students what to do rather than what not to do.
  
  
• Use of structured social activities.
  
  
• ‘Put yourself in their shoes’.

2: Communication

• May have a good command of language, and a fantastic vocabulary, but their use of spoken language may be more advanced than their understanding.
  
  
• Understanding of idioms and metaphors.
  
  
• May talk fluently, particularly on topics of personal interest, but not ‘share’ conversations.
  
  
• May take longer to process spoken language.
  
  
• May not understand/interpret the meaning of common gestures, facial expressions or tone of voice.

Helpful hints for communication

• Simple concise language.
  
  
• Allow time to process information.
  
  
• Ask pupils to repeat instructions to ensure retention.
  
  
• One instruction at a time.
  
  
• Use visual clues and cues.
  
  
• Check they have ‘the right end of the stick’.

3: Sensory and perception

• Auditory (hearing)
  
  
• Tactile (touch)
  
  
• Vestibular (balance)
  
  
• Gustatory (taste)
  
  
• Vision (sight)
  
  
• Olfactory (smell)
  
  
• Proprioception (body awaweness)
  
  
• Sensory overload

Helpful hints for sensory and perception

• Give consideration to sensory needs.
  
  
• To prevent the build up of anxiety or stress use ‘Time Out’ areas or named people.
  
  
• Be flexible at times of increased sensory input (going into lunch first, sitting near the end of a row in assembly etc.).
  
  
• Reduce the amount of time spent in areas of high sensory input.

4: Processing information

• A need for routine / resistance to change.
  
  
• May have all-consuming specific areas of interest.
  
  
• Seeing the ‘bigger picture’ - implications for planning, problem-solving and incorporating new concepts.

Helpful hints for processing information

• Keep routines as predictable as possible.
  
  
• Keep changes to a minimum and prepare in advance.
  
  
• Positive use of pupil’s interests.
  
  
• Allow time to focus on areas of interest.

Positives

• A range of skills and strengths.
  
  
• Attention to detail, and often a good factual memory.
  
  
• Ability to concentrate for long periods on one topic.
  
  
• Can become experts in an area of interest.
  
  
• Are often honest and open.
  
  
• Can have fewer social inhibitions.
  
  
• Often happy in their own company and in the company of adults.
  
  
• Can have a strong and clear sense of justice.
  
  
• Can have a different and refreshing way of seeing the world.