Autism in nursery: what children may need

Training for early-years educators

According to the guideline, early-years educators (and teachers) should receive training or comprehensive information about autism spectrum disorders and about skills for dealing with affected children. This should cover, among other things, features and course of autism, frequent co-occurring conditions as well as mental and physical problems, including sleep disorders. Further topics are the importance of transition phases such as changing to school or changes of caregivers, the children’s own experience, and the effects on the family including siblings. ^{[1, Rec. 109]}

Educators in nursery should be informed about the autism-specific support of the child concerned. Depending on the requirements of the support, they should be trained in the successful interaction methods or at least informed about them. If a child attends an inclusive nursery with a high staffing ratio, the additionally employed remedial, special-needs or other educational staff should also be informed and trained. ^{[1, Rec. 109]}

Individually designed support

Support should be designed individually, its necessity reviewed over time and adapted to circumstances. The aim is to compensate for disadvantages caused by the condition. As examples for nursery children, the guideline named ^{[1, Rec. 109]}:

• clearly worded instructions for action,
• visualised structuring of the day,
• clear, small-step guidance, and organisation of play and craft activities geared to the individual child,
• where appropriate, a low-stimulus separate room,
• hearing protection.

These are examples from the guideline, not a list that suits every child. More on dealing with stimuli: Sensory processing and perception and Routines and structure in everyday life.

Support plan and cooperation

According to the guideline, a support plan that matches the child’s specific needs should be formulated in writing in cooperation with professionals and implemented in a binding way. It should be reviewed regularly and adapted or supplemented as the child develops. ^{[1, Rec. 109]} How settings can prepare for this is described in the article for professionals: Autism in nursery: notes for professionals.

Integration assistants and school support workers

The guideline stated that the German social system finances the use of integration assistants or school support workers in nursery and in lessons to promote participation. Their deployment should be individual, aimed at clearly defined goals and limited in time. The need should be reviewed regularly and reduced over time; the child’s independence should always be promoted. Integration assistants should be trained in dealing with the child. ^{[1, Rec. 109]} On the legal side for children with a mental disability: Integration assistance under section 35a SGB VIII.

What else you should know

• Talk to the nursery early. If you wish, you can prepare the conversation with concrete wishes, for example about the daily routine, stimuli and transitions. This is a practical tip from the editorial team, not derived from the guideline.
• Not every child needs the same. The guideline stressed the individual design of support. ^{[1, Rec. 109]}
• Help with applications: Applying and filing an objection.

Sources and literature

1. DGKJP, DGPPN et al. Autismus-Spektrum-Störungen im Kindes-, Jugend- und Erwachsenenalter. Teil 2: Therapie. S3-Leitlinie, AWMF-Reg.-Nr. 028-047, Stand Text 02.05.2021 (Empf. 109, Kap. C.10.2). – Guideline (in German); expired on 23 March 2026 (see no. 2)
2. DGKJP. Aktuelle Leitlinien (Eintrag 028-047: „Gültig bis 23.03.2026“). https://www.dgkjp.de/wissen/aktuelle-leitlinien/ – Professional society (website in German)