Autism

Little Wandle Code has been designed to be as inclusive as possible for all struggling readers, including those with autism. Take a look at this case study from one of our 60 pilot schools to see what barriers the student faced and what adaptations the school made so that they could access the Little Wandle Code programme.

Please describe ‘D’s’ barriers to accessing Little Wandle Code

• Phonics fatigue – D is 17 and extended phonics‑based content can feel demotivating or developmentally inappropriate.
• Executive function difficulties – Rapid transitions between tasks or steps make it hard for D to keep track of the process.
• Poor working memory – Retaining instructions and GPCs is challenging, especially when tasks build quickly.
• Unfamiliar technical vocabulary – New or technical terms can be hard to understand and retain and unclear comprehension often leads to frustration.
• Rigid thinking – D may struggle with:
  • Coping with coding errors
  • Accepting GPCs can make alternative sounds
  • Managing fixation if a special interest (e.g., space/galaxies) appears in the content
• Social communication demands – Activities requiring turn‑taking, collaboration or peer feedback may increase anxiety or lead to dysregulation.
• Difficulty coping with change – The lesson is delivered in a different room with different staff, which can disrupt D’s sense of security and predictability.

What adaptions to the programme have you made so they can access the learning successfully?

The predictable structure of the Little Wandle Code programme naturally reduces several barriers for D. Because key technical vocabulary is used consistently across lessons, it becomes increasingly familiar and less intimidating. The routine of the sessions—including being timetabled at the same point each day—provides the predictability D relies on, meaning the lessons no longer feel unfamiliar or unsettling.

To support D’s working memory and executive function needs, we significantly slow the pace of learning. We complete worked examples together, so expectations are explicit, and we remove any pressure to reach specific milestones by fixed points in the week. This flexibility prevents unnecessary anxiety and ensures D can focus on understanding each step securely.

Language is scaffolded throughout using Makaton signs and symbols, supporting comprehension and reducing cognitive load. Additionally, if we observe any misconceptions or signs of uncertainty, we provide immediate, clear instruction to prevent confusion from becoming embedded.

These adaptations ensure that D can access the learning successfully, confidently, and at a pace that works for him.

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