Why Adaptations Matter
Autistic children often experience the world differently. They may:
- Find some sounds, lights, or textures overwhelming
- Communicate in different ways
- Prefer routines and predictability
- Focus deeply on specific interests
- Need more time to process information
If your child is currently non-speaking, they won’t be able to tell you or who’s looking after them what’s bothering them or what helps. You and the early years staff will need to work this out by watching carefully over time.
Look for:
- Signs of distress – crying, lashing out, or going quiet and withdrawing
- Signs of self-soothing – such as holding a comfort object or “stimming” (repetitive movements or sounds)
Could your child be given more chances to stim safely?
Read more about stimming here
https://www.leicspart.nhs.uk/autism-space/health-and-lifestyle/stimming/
What to Observe
Early years staff should make regular notes about:
- When your child shows distress or withdrawal
- When their behaviour disrupts others
- What happened just before these moments – possible triggers
- When your child seems happy or calm
- What’s happening at those times – and how to give them more of this
Areas to Focus On
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Communication
Think about:
- How and when people are speaking to your child
- Who is speaking – does your child respond better to certain people?
- Are there patterns that show communication needs to be adapted?
Things to try:
- Use short, clear sentences
- Speak in a calm tone
- Use ‘objects of reference’ or other visual supports to support understanding
- Be aware of other distractions in the room e.g. is it noisy, are they distracted by a favourite toy or activity.
More on visual supports:
- ‘Objects of reference’ are consistent objects to represent an activity e.g. a plate to show it is lunch time, a cup to show it is time for a drink, a particular toy to represent circle time etc. These objects should be used consistently so the child can link the object and the activity. It can be helpful to keep a bag or basket of these objects together so they are always available.
- Use visuals like picture cards or simple signs along with spoken words e.g. pictures of people the child may be seeing that day, where they will be going, activities they will be doing.
- Reduce talking when your child is distressed – they may not be able to process language at that time
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Predictability and Routine
Ask yourself:
- Does your child get upset by unexpected changes?
- Are they affected by new staff, new activities, or changes in the room?
- Do they struggle with drop off/pick up times? These can often be
Things to try:
- Use objects of reference and visual timetables
- Try “Now/Next” cards with photos
- Create a simple daily structure just for your child if needed
- Let them continue with familiar activities if they don’t want to join new ones
- Can routines be adapted to support them? For example if they find drop off difficult, can they have a familiar activity or space waiting for them to help the transition?
- Offer comfort during changes – a favourite toy or trusted adult can help
Read more about visual timetables https://www.leicspart.nhs.uk/autism-space/health-and-lifestyle/autism-and-visual-schedules/
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Social Situations
Watch for:
- Changes in behaviour during group activities or when playing alongside other children.
- Signs of discomfort around certain people or in busy spaces
Things to try:
- Don’t expect your child to join in the same way as others
- Let them watch from nearby instead of joining in
- Allow comfort items during group time
- Give them their own set of toys if sharing is difficult
- Use Now/Next cards or sand timers to help them learn turn-taking
- ‘Sharing’ can be a very difficult concept to understand! Taking turns may be easier.
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Sensory Processing
Sounds
- Does your child react to certain sounds – like crying, shouting, singing, or noisy toys?
- Can these sounds be reduced or avoided?
- Could they use ear defenders or go to a quieter space during noisy times?
- Do they feel better with a comfort item or trusted adult nearby?
- Are there sounds they enjoy – like music or singing? Can they have more of this?
Visuals
- Are bright lights, glare, or flashing toys upsetting?
- Can lighting be softened or curtains used?
- Are there visuals they enjoy – like patterns or lava lamps? Can they have more time with these?
Smells, Textures, Tastes
- Are there strong smells (like food or perfume) that bother them?
- Can windows be opened or smells avoided?
- Are there textures they dislike – like certain chairs or clothes? Can these be changed?
- Don’t expect them to eat or wear the same things as others – adapt to their needs
Sensory processing link here: – https://www.leicspart.nhs.uk/autism-space/health-and-lifestyle/sensory-processing/
5. Consistency
Supporting your child is a team effort. Good communication between you and early years staff is key.
- Share what works at home
- Ask what’s working at nursery, pre-school or early years setting
- Use a home–nursery communication book to share updates each day
- Keep track of what helps and what doesn’t – and adjust together
Final Thoughts
Every autistic child is different. What helps one child may not help another. The most important thing is to observe, listen, and adapt. With the right support, autistic children can feel safe, happy, and included in nursery.
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Further support and resources are available for nurseries and preschool to refer to – see education support services page
