Help planning activities for autistic children in Reception class.

What are the rest of the class doing during these lessons? Do you have a lesson guide to follow? (It's difficult to make any suggestions without knowing exactly what 1:1 typically involves.) 

What exactly do you mean by non-verbal, that the children don't speak at all (even at home) or that they just don't speak in school? 

Hi, thank you for your response.

During phonics they are practising sounds such as 'ure' and 'igh' etc. including writing simple sentences. During maths they are doing addition, take away and word problems. During English they are reading stories and talking about characters and the plot etc. Whatever is being taught in the class by the teacher is too difficult for my children. I am just left to get on with it.

One of the children I work with only uses single words for things he recognises such as trampoline, water, banana etc. The other child does not speak at all. However, he does enjoy nursery rhymes and it sounds as if he is copying some of the rhymes at times as I am singing to him.

I like Former Member's suggestion of incorporating the children's special interests, that's pretty inspired! Using the, let's go with trains too, as a project from which to hang all of the other subjects would be more likely to engage the children.

Phonics: hIGH train - low train, maybe having the train driven up a hill by the children? 

Maths could be fun, the addition symbol looks like a person standing with their arms outstretched. Standing between two trains it makes visual sense that the symbol brings the two together / adds them. Putting a minus symbol on a tunnel, where the train 'taken away' disappears into, makes visual sense too. I think the key with maths is to make it practical, physical, something the children can literally grasp like lego bricks where the one and one making two looks and feels and is verifiable as different to the children from one on its own. 

The reading / story time should be easier as there are children's books on just about every subject. 

Good luck!       

I like Former Member's suggestion of incorporating the children's special interests, that's pretty inspired! Using the, let's go with trains too, as a project from which to hang all of the other subjects would be more likely to engage the children.

Phonics: hIGH train - low train, maybe having the train driven up a hill by the children? 

Maths could be fun, the addition symbol looks like a person standing with their arms outstretched. Standing between two trains it makes visual sense that the symbol brings the two together / adds them. Putting a minus symbol on a tunnel, where the train 'taken away' disappears into, makes visual sense too. I think the key with maths is to make it practical, physical, something the children can literally grasp like lego bricks where the one and one making two looks and feels and is verifiable as different to the children from one on its own. 

The reading / story time should be easier as there are children's books on just about every subject. 

Good luck!