7.2 Supporting transitions for autistic learners

When supporting transitions, large (macro) and small (micro) anticipate the support required for coping with change or with new experiences. Visuals can help prepare the learner for new places or unfamiliar experiences e.g. photos of the museum you are planning to visit or of their new classroom. At a calm time, support the learner to plan for upcoming events, helping them to anticipate what could happen and what strategy they could use to cope, for example:

  • If you know that they will have to wait an unspecified amount of time for a turn, plan what could they do while they are waiting (a visual support could help to remind the child in the moment).
  • If you are going to the theatre, plan for the child to sit on an end of aisle seat and have a plan for where they could go if they feel they need to leave during the performance.

Try to change only one thing at a time. If there is to be an unfamiliar adult taking the class, try to ensure that the lesson content and room are familiar. If the lesson is to be in an unfamiliar place, try to ensure that the people and resources are familiar.

7.1 Transitions and autism

7.3 Transition planning to support a school move