We have updated our Privacy Policy Please take a moment to review it. By continuing to use this site, you agree to the terms of our updated Privacy Policy.

A practical, easy-to-read introduction to the ideas and strategies that can be implemented within the classroom to help autistic children achieve their full potential. With an introduction to autism and its key differences, insights from autistic individuals and case studies drawn from years of experience, this is the definitive resource for busy teachers supporting autistic children within a mainstream or specialist school environment.

This book provides guidance on a variety of topics related to teaching autistic children in primary school, including adapting the curriculum, ensuring effective communication with staff and parents, fostering emotional regulation, as well as staff self-care. Each chapter includes easy-to-follow guides and resources, providing solutions, direction and support for teachers to help students on the autism spectrum to thrive.


Droney and Verbiest have produced an absolutely essential resource for everyone involved in supporting autistic children and young people in schools. This book is a treasure trove of practical strategies, complemented with real world examples from the classroom. The authors' strength-based and inclusive ethos, their engaging and accessible style, and their commitment to centering autistic voices, render this book a must-read for all involved with autistic children and schools.
Dr Laura Crane, Centre for Research in Autism and Education (CRAE), UCL Institute of Education, UK
A welcome 'toolkit' of enlightening guidance and practical strategies valuable to teachers, parents and practitioners across education, health, and social care. This book is divided into easy to find (and read) 'guides' across themes with associated activities and techniques; all anchored in evidence-based practice. Content such as the 'tip's, monologues and frequently asked questions' also illuminate the child's perspective, their needs, as well as their abilities.
Dr. Áine de Róiste, Psychologist and Senior Lecturer in Social Care in the Department of Applied Social Studies, Munster Technological University, Cork, Ireland.
This is a must-read handbook for school staff working with autistic young people. It is written by educators who share their rich and varied experience in a clear and friendly style that is both accessible and informative. Autistic voice and experience informs each section of the book. This is sure to be a much read and recommended resource in schools.
Claire O’Neill, autism class teacher, teacher-educator and neurodivergent coach
A comprehensive and accessible volume that combines theory, practical strategies, checklists, templates and downloadable resources for busy professionals. Just as the authors identify visuals as the 'WD40 of the autism world', this book could be described as the 'WD40 Autism manual' for schools, full of practical and energy saving tips to support ease of learning for staff and pupils alike. I wish it had been around when I was teaching!
Mary McKenna, teacher, lecturer and early years autism consultant with The Children’s Clinic
The Everyday Autism Handbook for Schools by Claire Droney and Annelies Verbiest is a tour-de-force of practical teaching strategies, contextualised in relevant literature and the in-depth pedagogical experience and expertise of both authors. Clear, accessible guidance is accompanied by short vignettes which bring the book to life. The section on teaching strategies comprises subtitles written from the perspective of the child e.g. Make Everything Visual for Me, Motivate Me, Give Me a Schedule, which forefronts the experience of the learner. Core aspects of learning such as oral language and communication, are examined in-depth with insightful suggestions for teaching approaches to enable learning and progress, The authors explicitly enable the learning of teachers and schools by providing useful suggestions for creating inclusive environments and developing collaborative practices. One entire section is devoted to the effective establishment and use of the special class model of support, an issue which is very pertinent in the Irish context at the moment. The book is supplemented by online materials and resources. The target audience for this book is the staff of primary and special schools. However, I suggest that most of the guidance in this book is relevant to the post-primary sector also even if some elements have to be adapted slightly. It would also be a wonderful resource for parents. This is the first book I have read in a long time that combines theory and practice in a manner accessible to a wide range of readers. I will be adding this book to the reading list for my own student teachers.
Ann Marie Farrell, Assistant Professor, School of Inclusive and Special Education, Institute of Education, Dublin City University