Sharing Student Projects

My chosen focus area for the poster of this assignment was on supporting children with autism in the primary classroom. I have chosen this topic because many children that I worked with during my inclusion placement presented with autism. I really enjoyed working with some students who had autism across different year groups as it helped widen my understanding of their strengths and challenges. Moreover, observing the potential barriers these children may face in a primary classroom, allowed me to deepen my knowledge on how I can implement strategies in my teaching and practice to overcome barriers to learning and acknowledge and celebrate the strengths that children with autism may bring to the classroom. Not only will this enhance those pupils’ learning, but it will also ensure that they feel validated and respected. I will further discuss the importance of a supportive classroom for children with autism drawing on relevant literature and how teachers can adapt learning styles to accommodate for learners with autism to ensure they are given every opportunity to meet the National Curriculum (NC).

My poster focuses on supporting children with autism in the primary classroom. As described in my poster, autism spectrum condition (ASD) is known to affect how individuals interact, communicate, and behave with others (National Institute of Mental Health, 2025). ASD is known to be a neuro-developmental condition because it affects how a person’s brain develops resulting in varied abilities to socially communicate and interact with other people (Burgio, 2021). Moreover, ASD is described as a spectrum condition because no two individuals are the same and can present different characteristics of the condition (Campisi et al., 2018).

Children with autism may experience certain barriers in the classroom that may challenge their learning and progress. One example that my poster highlights is challenges to executive functioning. Some children with autism may find it difficult to engage in a prompt and organised way in lessons, therefore, may struggle with whole class discussions, managing homework or switching between activities (Frazier et al., 2022). This may be due to impairments in their ability to plan and process instructions. Research suggests how some children with autism may portray difficulties with executive functioning tasks when they are associated with high levels of uncertainty (Kenny et al., 2024). This may be because they are more dependent on situations they can control, therefore, any miscommunication in instructions may lead to executive challenges and anxiety amongst some children with autism (Livingston et al., 2019). This may also be linked to challenges in social skills as some children with autism may find it difficult to interpret social cues, facial expressions, and body language (Kasari et al., 2015).

During my placement, I noticed one child with autism who found it challenging to transition between lessons and switching from tasks. I observed how they responded to instructions from the class teacher and how they became distressed if it was time to move onto another subject if they had not finished their previous activity. Therefore, teachers can account for these challenges to allow for an inclusive learning environment for children with ASD. One way they can do this is by implementing clear and consistent instructions through visual support. I observed the class teacher on placement use now and next boards which were helpful in preparing children for their next instruction. Similarly, research also shows the importance of positively communicating with children with autism can help them to better understand their needs and how to enhance their learning environment (Hendy, 2023). It is important to note that this is just one example and that there are many challenges that different children with autism may present with and may react differently.

Despite some of the challenges that children with autism may experience in their learning, there are many considerable strengths that they may bring into the classroom, and it is important for teachers to acknowledge and celebrate these. One strength that children with autism may show is having a strong memory. During my placement, I noticed that one child with autism was able to remember the names of different car makes and would have the same conversation with me every day, asking what car I drive and what colour it is. I would ask them if they could remember, and they would give me the correct answer each time. Research portrays how some children with autism can be extremely attentive to details and can recall larger amounts of information such as conversations (Southwick et al., 2011). Another strength children with autism may bring into the classroom is creative and artistic talents. Some children with autism may prefer creative learning as it encourages self-expression (Paola et al., 2020). Teachers can celebrate these strengths in the classroom and implement creative activities to enhance the learning environment for children with autism. Furthermore, positive reinforcement strategies can increase motivation in students and desired behaviour. Research shows how tailoring these to the interests of students with autism has increased effectiveness, moreover, these strategies can also be used with the whole class to creative an inclusive and positive learning environment for all learners (Wilson et al., 2017).

In conclusion, this assignment explored literature around inclusive education practices and how these can be implemented in primary classrooms. It also accounted for my personal reflection on inclusive strategies observed throughout my placements. My chosen focus on autism for the poster of this assignment has allowed me to gain a valuable understanding of the ways in which teachers can adapt lessons and include strategies such as visual aids to enhance the learning and progress of children with autism. Moreover, observing some children with autism on placement has helped me to recognise and celebrate the strengths these children bring into the classroom. In addition to this, the general literature review around inclusive teaching practices has portrayed the importance of creating a teaching environment where all students feel valued and supported. My inclusion placement has also highlighted the benefits of recognising and accommodating diverse cultures in the classroom to allow every child to feel a sense of belonging and enhance their engagement in class. As a trainee teacher, observing inclusive strategies used by teachers across my placements and finding supportive literature emphasising the effectiveness and importance of these strategies has enabled me to consider how I can incorporate these strategies in my future teaching and practice. Some of the strategies that I will incorporate into my classroom are the use of visual timetables and culturally diverse role models in my teaching as well as displayed in the classroom. This will aim to promote an inclusive learning environment for all students and ensure they have equitable access to learning opportunities to meet the NC and progress academically.