ABSTRACT
High quality teaching differentiated for individual pupils is the first step in responding to pupils who have or may have Special Educational Needs (SEN). Additional intervention and support cannot compensate for a lack of good quality teaching. When teaching pupils with autism, to give them the best access to the curriculum through good quality teaching the following considerations should be taken into account. They are: Provide activities that build on the pupils strengths, provide opportunities for breaks within an activity, which is relaxing to the pupil, consider the pupils tolerance for other pupils in close proximity when considering seating positions slowly develop the pupils ability to sit more closely to others, consider a small-steps approach to certain activities, starting at the pupils level, give clear rules and be consistent, use the pupils interests, obsessions as rewards, include in the visual timetable and give opportunities for exercise on a regular basis.
