AET- Transition back to school-Resource Videos


The Autism Education Trust has developed 6 short videos on supporting autistic pupils with transition back into school. They can be found here alongside downloads and handouts for each of the presentations.


 They give suggestions for reasonable adjustments, risk assessments, actions to help pupils prepare for return as well as practical strategies for a successful transition and things to be mindful of once they are in setting.


Resources linked to Covid-19-explaining to children/young people and managing anxiety

Children's guide to Corona Virus- Children's commissioner

Supporting Children and Young people with anxiety-Educare (part of TES)


Social Story examples on returning to school during Covid 19 Pandemic


Coronavirus Social story from Grammarsaurus


Social Distancing at school from Grammarsaurus


School is opening-Cognus Limited


Going back to school after closures


Social Stories about Corona Virus

Corona Virus Social Story

Covid19 Social Story School is Closing 

Social Story Stopping Corona Virus

Social Story What is Corona Virus?

Social Story poster Corona Virus

Social Story Why is there no school today

Social Story Why I have to stay at home


Establishing learning in the home environment

Examples of adding visual structure

First Then pictures

First and then to show what is happening/expected. Then could be a reward/motivator.

Simple visual scheduleA simple top-down visual schedule showing the whole school day. You could cover or remove sections as they are completed to show the day getting shorter. 

Symbols can be created with

Timed visual scheduleA more complex visual schedule for those that can match times with a clock. Again cover or remove to show finished. 

Task list A task list for within a routine. The ticks are moved over as the tasks are completed. This could easily be adapted to mark off with a pen or be a simple written list for those reading at that level. 

Task sequence


Visuals can be sequenced to promote independence so that the child/young person can move indepedently onto the next step. It would be useful to cover or remove steps as they are completed so the child/young person can easily refer back to what is next.

Setting up a learning space-physical structure

WorkstationA learning space or workstation needs to be a defined area, free of clutter. The layout of furniture and equipment should give clues as to what is happening and what is expected. This picture indicates the child/young person will be working independently.

TEACCH approachHere is a workstation showing the use of the TEACCH approach. Tasks to be completed are in the green tray, when they are completed, they move to the red tray to show "finished". There could be one task in the tray or several depending on the child/young person's needs. This could be used alongside First/Then so once the task/s are completed, there is a reward/motivator for completion.

Sand timerSand timers can be very powerful. Open ended tasks can be more difficult to start as our children/young people are not sure of the expectation of how long to work for. Timers can support here-you work until the timer is finished. They can also be useful to forwarn of a transition point so they can prepare to stop a task or activity particularly if what they are doing is more preferable.




Links to Local Groups

Lincolnshire Autistic Society

G.A.I.N Grantham area

P.A.A.C.T Lincoln area

LAAFS Louth area

Rainbow Stars Sleaford Area

Further informaton on support for parents/carers can be found via the Lincolnshire Autistic Society's website

Lincolnshire Local Offer

AET Links

The  Autism Education Trust Progession Framework Tool and Guidance

The Schools Autism Standards

The Schools Competency framework


Sensory differences

Sensory Processing Differences in Early Years-Leicestershire resource

Sensory Processing Differences KS1 to KS4-Leicestershire resource



Toilet training information from NAS

Toileting - Abitious about Autism article helping to understand the issues associated with toileting and advice



Autism and controlled eating 

Food and mealtimes at Christmas

 Dysphagia for people with Autism and Learning Disabilities (difficulties with chewing, swallowing and reflux)

PICA- What is it and what can you do to help-Options Autism help sheet




Supporting children with Autism to look after their teeth-Options 



 Anxiety Tracker- a tool for families to track details around anxious patterns of behaviour

An Evidence based guide to Anxiety in Autism-Autism Research Group-University of London

Useful information and resources available at 


Behaviour as Communication

It's the Little Things- Toolbox from ENABLE Scotland



Sleep Council Guide