Creating a circle of friends is one of the best ways to help learners with autism spectrum condition build communication, social, and cognitive skills. Interaction with peers through structured activities fosters meaningful relationships, enabling learners on the spectrum to feel supported and included. (Warber, A., 2015)

Learners with autism spectrum disorder in the classroom

Parents play a key role in supporting children on the autism spectrum. Building a strong teacher-parent relationship is essential. Have a heart-to-heart chat with the student’s parents to discuss challenges and strategies in a positive way.

Ask for any assessments or reports about the child to help create a personalised plan of action. Together with parents, specialists, and the student, you can form a collaborative approach that fosters success.

Identify the student’s strengths and look for ways to highlight them in the classroom. Every child has unique attributes—whether they are caring, creative, or detail-oriented. Find ways to celebrate and utilise these strengths to build confidence and engagement.

A circle of friends makes all the difference

A circle of friends can transform the experience of learners with autism spectrum condition. These peer groups provide opportunities for social interaction and support.

I attended a conference in Melbourne in 2017, where a young man on the autism spectrum shared how his circle of friends helped him thrive through school and beyond. He credited this strategy as the foundation for his success. His teacher confirmed its importance in fostering inclusion and confidence.

To create a circle of friends:

• Organise weekly or fortnightly meetups during lunch to play games, chat, or engage in fun activities.
• Provide training for peers to build understanding and empathy.
• Use these meetings to role-play positive behaviours and strengthen friendships.

Make learning visual

Learners with autism spectrum conditions often thrive with visual aids. Incorporating a visual schedule helps them understand the structure of their day and reduces anxiety. Break concepts into smaller chunks for easier comprehension.

For example:

• Use sand timers with coloured sand to make activity durations clear and engaging.
• Introduce a colour-coded timetable to plan lessons effectively.
• Use physical objects for things like behaviour points – as in marbles or beads on a string.

Visual tools like these improve time management and make learning accessible and fun for all students.

Set a behaviour plan

A behaviour plan can help students on the autism spectrum navigate emotional challenges. Designate a calming space where students can go if they experience a meltdown. Allow them to rejoin the class once they feel settled.

Your actions in these moments set an example for the rest of the class. When students see you handle a situation calmly and compassionately, they learn how to treat others with kindness and respect. (Lakhani, K., 2016)

Limit choices

Providing too many options can overwhelm a learner with an autism spectrum condition. Simplify decision-making by offering clear and limited choices. For example:

• If asking about the colour of a mango, present two options: yellow and blue.

Short, direct sentences and visual aids work well not only for learners on the spectrum but also for others in the class.

Organise for realistically achievable work

Set achievable goals for students who are on the autism spectrum within a given timeframe. Incorporate their interests or strengths into activities to boost motivation and success. Use rewards strategically to encourage participation without overdoing it.

Colour coding can also be a helpful organisational tool. For example:

• Label all science books and equipment with blue stickers.
• Use a different colour for each subject to make materials easy to identify.

Relationship is key

The foundation of success for learners with autism spectrum condition lies in relationships—your relationship with the student, their relationship with their peers, and the dynamics within their circle of friends.

Plan your strategies thoughtfully and pay attention to the student’s responses. Often, it’s a combination of teaching methods and personal connection that helps students with an autism spectrum condition thrive in the classroom.

Final thoughts

Learners with autism spectrum condition face unique challenges, but with thoughtful strategies, they can achieve incredible success. From fostering a circle of friends to using visual aids and behaviour plans, small steps can make a big difference.

What strategies have worked for you when teaching students on the spectrum? Share your experiences in the comments below—I’d love to hear your thoughts!

References

Adriana. L Schulr, Edited By Ehnin. L Quil, (2010) Teaching Children with Autism. Delmers Publications, Inc.

Barry, M. (2016). Uniquely Human [A Different Way of Seeing Autism] Sydney, Australia

Johns, L. (2012). Autism
 https://www.autismawareness.com.au/

Warber, A. (2015)
 https://autism.lovetoknow.com/
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