ABSTRACT
The majority of children and young people with Special Education Needs (SEN) have their needs met through mainstream education providers and will not need Education, Health and Care plans (EHC plans). Whether the pupil with autism has an EHC or not they will access the National Curriculum, which will require differentiation through teaching strategies. The impairment of social communication for pupils with autism will present great difficulties in speaking and listening area. Detailed considerations are given in the Social communication difficulties. Pupils will have strengths and weaknesses in reading area such as language delays may hinder progress in reading but should not be a barrier to the introduction of the reading process, pupils may learn letter sounds and names but further phonic skills. A number of strategies that can be considered: Pupils may relate more easily to non-fiction material, develop understanding and inference through comprehension exercises. Social communication differences will impact upon independent writing.
