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Autism and Educational targets.. In practice

Updated: Mar 26, 2023

In a previous post we have talked about the importance of learning targets and the four main areas we take into consideration in order to set them, see more here.

In short, the four main areas are:

1. Cognition and Learning/ Learning

In this section we are including targets related to what they will learn based on the way they will learn, and the new skills they will develop.

2. Communication

In this section we are including targets related to the way the student communicates with those around them and the way they are understanding and developing vocabulary and speech.

3. Social, emotional and mental health/ Me and my environment

It is important to include targets that enhance the student's interaction with their surroundings, learning to recognize and manage their emotions, and play.

4. Sensory and physical needs/ Me and my body

This section is about hygiene and toileting routines, physical development and self-regulation.

In order to achieve the targets we have set for our students, it is important to plan and facilitate activities that give them the opportunity to learn and practice.

We have planned the following activities to achieve the example-targets.

To see the activities click on the phrases in bright orange:


I can count up to 3 with adult support.

I follow visuals instructions in a range of different activities:


I can ask for objects/ingredients by building sentences using symbols

I can concentrate for 5 minutes without getting distracted

Me and the Environment

I can wait for my turn in a group game/activity

I know when I am happy and when I am sad

Me and My Body

I can wash my hands by following visual instructions

I can coordinate my fingers by participating in fine motor exercises

Many of the activities give students the opportunity to work on more than one target at the same time. For example, in the beads, dice and numbers game, the student learns to count but also to coordinate their fingers.

It is important to establish communication between teachers, parents and other professionals (such as speech and language therapists, occupational therapists, child psychiatrists) in order to get a more clear picture of the child's needs and abilities as well as to put a comprehensive and consistent plan in place to achieve the targets.


We will share more tips and activities in the future, so keep visiting us.

We are looking forward to hearing your views and experiences. You can email us at

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