The classroom is a social environment, and much of the learning that occurs within

the classroom is socially mediated. As people with ASD suffer from what has been described
as social dyslexia (Howlin, 2003 in Chown & Bevan, 2012, p.477) the profound social
difficulties associated with autism can make learning more difficultthan for their
neurotypical peers despite intellectual parity (Chown & Bevan, 2012, p.477). Paul has
suffered from bullying in his previous schools, and he is concerned about this continuing in
college. Symes and Humphrey (2010) found that students with ASD are up to three times
more likely to be bullied and rejected by their peers, and are less likely to receive social
support (in Humphrey & Symes 2013). Paul and his peers are at an age where social
networks and friendships are becoming increasingly important and more complicated
(Mitchell et al. 2010 in Schohl et al. 2014, p.532). Essentially, during adolescence it is really
important to fit it (Schohl et al, 2014, p.533). Like many students with ASD, Paul has
difficulty with pragmatics; he finds it challenging to use language to communicate
appropriately and effectively in social situations. He struggles to understand irony, metaphor,
jokes, lies and sarcasm (Grynszpan et al. 2011 in Schohl et al., 2014 p. 533) and to interpret
verbal and nonverbal social cues such as tone of voice, facial expression, gesture, gaze and
posture. (Schohl et al. 2014, p. 533). His interactions with other people can be awkward
and, because of his intelligence, he is aware of his social inabilities, which has impacted
negatively on his self-esteem. Stress and Anxiety can lead to an increase in problematic
behaviour as well as inhibiting communication (Bevan Brown et al. 2008, p.22).Pauls
parents indicate that when Paul feels anxious he can find it difficult to communicate, instead
he will either completely shut down or whimper, cry or hit himself.
Pauls social and emotional needs are paramount at this stage. It is important that Paul
feels comfortable in the school environment and that we minimise his stress and anxiety.
Students with ASD may be more susceptible to stress due as they do not have appropriate

coping mechanisms (Groden et al. 2001 in Bevan-Brown, 2008, p. 23). When interviewing
high school students with ASD Saggers (2015) found that a significant number identified
noise, lack of order and unpredictability of the classroom as a major cause of anxiety (p.40;
Humphrey & Lewis, 2008, p.133). Paul has indicated that he has noise sensitivity and I will
need to be mindful of this and to work out a way for Paul to communicate to me when he is
feeling overwhelmed and needs some quiet time. I also assure Paul that when he is working
independently he can wear noise cancelling headphones. The college timetable of longer
classes and less subjects per day may also assist Paul, as it gives him more time to switch his
focus from one subject to another (Graetz & Spampinato, 2008 in Dixon & Tanner, 2013,
p.29).
Being mindful of Pauls social and physical needs, I would recommend that Paul
undertake Level 2 English in Year 11 and then undertake Pre-Tertiary English in Year 12. The
rationale behind this is that Paul will be in a class composed primarily of Year Elevens with
whom he will have the opportunity of building relationships with over the next two years.
Bauminger et al suggests that friendships between students with ASD and their neuro-typical
peers allow the students with ASD to develop more complex social-emotional capabilities
(2008, p. 1224). It is also important that Pauls peers begin to develop an understanding of
ASD. Paul should be encouraged to share how he sees the world with his classmates in a
way he feels comfortable with. Watching Temple Grandins TEDx talk or watching the
movie based on her life may also help give students insight, which may foster greater levels
of acceptance. Participation in other social activities should be encouraged (Dente &
Parkinson Coles, 2012, p.30). Activities such as playing sports with friends provide ASD
students with more structured opportunities for socialisation and conversation (Saggers,
2015, p.39).

Another reason for Paul to do an introductory unit in year 11 is in consideration of his

academic needs and the way that he learns. Paul is of above average intelligence. He likes to
read and has a good vocabulary and grasp of grammar, however like many students with ASD
he struggles with organisational skills such as keeping notes from each subject in order,
planning for assessment tasks and handing things in on time (Saggers, 2014, p.40). Paul will
need additional guidance in developing methods to assist him with this potential source of
stress. It is also important not to assume that just because Paul is academically and
intellectually capable that he should just be able to cope in mainstream school (Humphrey &
Neil, 2008, p. 133). Paul is a visual learner, he finds it easier if information is presented to
him visually, especially through videos and educational games. Research conducted by Kana
et al (2006) found that people with ASD process word based tasks in the visual parts of the
brain (cited in Grandin, 2009), and as a result they are very detailed orientated, but can
struggle with abstract thought such as forming concepts and making generalisations (Grandin,
2006, p.231; Chown & Beavan, 2012 p.480). This helps explain Pauls statements me that he
does not enjoy subjects that are just all reading and that he struggles when he feels he has to
learn a hundred things at once. Students with ASD will need more time with tasks, as they
have to sort through masses of data to find basic principles (Grandin, 2009). Students with
ASD may find it difficult to apply a specific skill in a new context, even though the skill
required does not change. Essentially the more experiences Paul has, the greater frame of
reference he will have to call on that provide guidance on how to behave (Grandin, 2006).
In practical terms, while I will need to know Paul better in order to fully understand
his educational needs, there are some practical steps I can take to ensure he can succeed in
my classroom. Firstly I can providing all information in visual forms, especially homework
and assignment tasks, which are often provided verbally. Paul needs us to transition the
academic work from school to home so he understands what the homework and assignment

tasks require (Dixon & Tanner, 2012, p.42). Just because he can do the task in class, does not
necessarily mean that he is able to do it at home. Paul finds handwriting incredibly difficult,
so allowing him to use a computer in class, and assisting him to apply for adjustments for
external assessments, will be of immense benefit. If group work is required, a scribe can be
assigned for each group. Another small adjustment that will assist Paul is ensuring he has
advance knowledge of the class content. This can easily be done through email.