Case study: 3
In this case study, we hear how a Year 9 autistic pupil with a need for predictability and clear routines was supported to better manage transitions through the use of assistive technology.
As you read the case study consider:
- What was the pupil need being addressed?
- What assistive technology was used to address this?
- How was the assistive technology effectively implemented across all classes and subjects?
At the beginning of Year 9, an autistic pupil transferred to our school. They were a keen learner and demonstrated strong academic ability when tasks were clearly broken down. The pupil also experienced significant anxiety around transitions, changes in routine, and following the sequence of activities within lessons. Teachers across subjects noticed that the pupil often became distressed when instructions were given verbally, struggled to begin tasks without repeated prompting, and found it difficult to anticipate what was coming next.
Through the Assess–Plan–Do–Review cycle, the SENCO, class teachers and the pupil’s parents collectively identified that the primary barrier was difficulty processing and sequencing information, rather than their academic ability. They agreed that a visual timetable could help the pupil understand lesson structure, reduce uncertainty, and support smoother transitions throughout the school day. After exploring different options, they decided on the Class Timetable app, as iPads were already widely used across the school.
The SENCO worked with the pupil, their parents, and the pastoral team to set up a visual timetable that combined whole‑day structure with lesson‑specific task breakdowns. The digital version, created using Class Timetable, allowed the pupil to view a colour‑coded schedule of their day and upcoming transitions on the iPad, including break and lunch, which were often the most challenging parts of the school day.
Before implementation, the SENCO delivered short, practical training sessions for both the pupil and their teachers on how to navigate the application, supporting them to use it independently. The SENCO also worked with the pupil’s form tutor and Head of Year to reinforce the routine during morning registration, helping them check the timetable and prepare for the day ahead.
Alongside the Class Timetable app, the SENCO met with the pupil’s subject teachers to agree shared routines. Every teacher displayed a visual lesson agenda on the board and used the same icon set for common activities e.g., “listen”, “write”, “group work”. These icons were used universally with the entire class as the predictability and routine were useful for all pupils. The pupil’s parents used the same symbols at home to support homework routines, creating a consistent experience across settings.
Over time, the pupil began to transition between lessons with less anxiety, began tasks more quickly, and required fewer verbal prompts. Teachers across subjects reported that the pupil was more settled, and better able to anticipate what was expected. The pupil’s parents also noted reduced stress at home and improved communication about their school day.
Once you’ve reflected on the questions above, expand the sections below to explore possible responses.
- Possible responses
What was the pupil need being addressed?
- Anxiety around transitions and changes in routine. Difficulties following the sequence of activities within lessons and keeping track of what’s next across classes.
What assistive technology was used to address this?
- Visual timetable (Class Timetable app) on their iPad.
- Low-tech visual icons for common classroom activities.
How was the assistive technology effectively implemented across all classes and subjects?
- They selected an app that could be used on a device (iPad) which was already being used by pupils across the school.
- Training on how to use the app was provided for the pupil and all their teachers.
- The SENCO supported all the pupil’s teachers to use the same activity icons to support consistency.
- The Head of Year received training on the app to enable them to support both the pupil and their teachers in the ongoing use of the assistive technology.