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Assembly and the Autisic Child

by Lindi
(Perth WA)

The child I work with hates going to assembly and will try every trick in the book to get out of it.
He now goes with his form teacher and I meet him there. We sit at the front were he can see everything that's happening.

This was were the music students played but they have moved to the other side of the gym and this helps with the noise too.

He likes it when they play music and sing but not the loud over-powering music. These children are in his classes and sometimes they practice in class so he is use to it. These children thought to do this for him so as to prepare him for assembly day. What a great bunch of kids I work with.

I also give him pipe-cleaners and his dragon fidget to play with and he makes all sorts of things. We have had a crown, necklace that I had to wear(good look) and a moustache which he wore for the day.

If you can think of different things for them to fidget with they are much more content. Play dough is a good one too.

Comments for
Assembly and the Autisic Child

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Jul 08, 2009
 It's tough for Autistic Children
by: Wendy

I have used a drawing toy with an Autistic Child to help them cope with assembly. The student used the drawing toy to draw on when he felt he needed to (which tended to be most of the assembly). I also provided him with other favourite items that he could choose from, but the drawing toy was only used for assemblies exclusively which made it something to look forward to.

There are a few different brands and sizes you can get. I have used one that is the right size to sit in the child's lap which is not as distracting for other students (the brand is TOMY for this size).
Jul 06, 2009
 managing assembly
by: Sue

Hi
When we have larger assemblies (whole school), one of our students with Autism will wear ear muffs (the type you would buy in a hardware store. This softens the noise (sensory impact), while still allowing him to hear what is going on. He takes along his "obsession" items, and is quite happy. I will take him out of the assembly, once it is obvious he has had enough (avoiding a meltdown), and go to a quieter, familiar place (climbing equipment, read a story etc). This approach has worked very well and we are finding he is able to stay longer each time. He is now in Year 1 and we have had this approach in place for 18 months, with great success. The aim is for him to feel safe, while remaining part of the group for as long as possible.
Sue

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