Choosing materials for a classroom with autistic pupils starts with the activities the teaching team wants to prepare. Matching shapes, exploring paths, threading a figure or creating a character are different activities, each needing its own organisation.
This article offers a planning example for centres: connect activities with products, decide how to present them, prepare shared use and check the commercial information before buying. The team can adapt it to their classroom and each pupil.
Describe the use before making a shopping list
For each activity, note who prepares it, where it takes place and what materials it needs. “A shape activity” might mean matching two pieces, sorting them by a criterion or using them as templates. A specific description lets you check whether the chosen product serves that use.
You can start with four internal planning sheets: activity, material, preparation and tidying away. Add the team's observations about preferences, ways of participating and planned support. This information belongs to educational planning; the catalogue supplies the product's features.
An example of choosing by activity
- Shapes and outlines: Montessori Shapes, for the matching and tracing activities described in its documentation.
- Paths: the Prewriting Kit, for choosing boards and presenting a tracing activity.
- Threading: Shapes for Threading, when the activity involves passing a cord through a figure following its manual.
- Characters: Pim & Ton, for creating faces with pieces and model cards.
These are products the team can compare with the planned activity. There is no need to bring them all together in every session: choosing what to buy and presenting an activity are separate decisions.
Decide how to present and store each set
One option is to separate the items for the prepared activity from those kept in reserve. Use the centre's storage system and check that the pieces return to the correct set when you finish.
For a material with different components, record what is provided for use and what remains stored. For example, a threading activity can use a figure and the cord specified for it; a tracing activity can use the chosen board and marker. Follow the manufacturer's instructions for the material and its care.
Storage location, set identification and the person responsible for checking pieces are simple decisions worth agreeing before the product is used across several classrooms.
Plan shared use
Decide whether the activity will be individual, in pairs or with several participants. That decision may change the quantity needed, the table arrangement and the support prepared by the team.
If several pupils use the same material, specify how choices of pieces will be offered and how to move to another activity. You can also prepare different versions of an activity: matching a figure and building a composition can coexist without requiring the same response.
Check commercial and usage information
Before placing an order, check the item, version, contents and documentation. See the product page for current price and availability, and confirm delivery times if the centre needs the materials for a particular date.
Check the age and warnings for the version received. Threading requires particular attention to the instructions about cords; other sets require attention to the use and care of their pieces. Keep the manual where the team can consult it.
Review the selection after use
You can keep a brief record of the material used, the activity presented and the adjustments the team decides to make. The purpose is to organise the next activity and future purchases, without turning one session into a test of product outcomes.
To compare the products in this example, visit the Henbea selection of toys and educational materials. For more specific activity ideas, continue with the shape and sorting activities or the prewriting ideas.
