Social Interactions

Initiating, joining, or sustaining social interactions, participation in group work and peer relationships.

  • Create an inclusive learning environment, where difference is celebrated, for example, through neurodiversity awareness, to help children and young people feel valued and understood.
  • Take a double empathy approach to supporting social communication; to learn more about double empathy, access free e-learning on Leeds for Learning.
  • Be clear and explicit in your communication; for example, use key word language and/or visuals to support social communication and understanding.
  • Allow additional processing time for the young person to register and understand verbal and written language, including instructions, communications, and/or learning material.
  • Support key communications and interactions with visuals, such as symbols and choice boards/task boards.
  • Use reduced language, visual timetables, symbols, and gestures to help the young person follow instructions, daily routines, and learning tasks.
  • If using abstract language such as idioms, humour, and sarcasm; support the young person to understand what you mean by explaining jokes/figures of speech if necessary.
  • Support the young person to develop an understanding of their own communication style and social preferences so they can self-advocacy and communicate with others in a way that is comfortable for them.
  • Support the young person to share their voice by enabling the use of alternative communication methods. These may include gestures, symbols, recording, typing, or drawing.
  • Use social stories to prepare the young person for specific situations so that they can plan and identify helpful ways they can try to respond in unfamiliar situations.
  • Plan supportive class groupings; for example, consider seating plans and how you organise group work to reduce anxiety and allow the young person to focus on learning aims. The young person may work better with a smaller group or specific pupils.
  • Use adaptive teaching methods to enable the young person to access the oracy and/or speaking and listening curriculum; for example, if they experience situational mutism, allow them to pre-record class presentations or present to a smaller group of peers.
  • Provide predictable routine/structure to lessons, e.g., seating plan, partners, groups, format of lesson (intro/starter, main task, plenary).
Resource Description Pricing Stage
Double empathy eLearning  Increase knowledge of double empathy in practice Free Early Years, Primary, Secondary, Post 16
Quick Guides – Autism  A one page guide to understanding autism. Free Early Years, Primary, Secondary, Post 16
Window of tolerance  A visual model of emotional regulation. Free Early Years, Primary, Secondary, Post 16
Timetable A visual representation of the day/activity Free Early Years, Primary, Secondary, Post 16
Lunchtime choose board  Create a structured lunch time activity. Free Early Years, Primary, Secondary, Post 16
STARS introduction to social knowledge  Introduction to social knowledge. Free Early Years, Primary, Secondary, Post 16
Social stories and comic book conversations  Advice & guidance: Autism & Communication Free Primary, Secondary, Post 16
Comic strip conversations  Comic strip conversations use simple drawings to visually illustrate conversations. Free Primary, Secondary, Post 16
STARS Introduction to visual supports  Using visual supports to aid executive function. Free Early Years, Primary, Secondary, Post 16