The relationship between curriculum and social education can also cause confusion. If a child is placed in a group for project work it is possible he would be so overcome by the social aspect that he would find it extremely difficult to focus on the curriculum aspect. Strosnider, R., Lyon, C., & Gartland, D. ,(1997) recognize this overlap as academic, physical and interpersonal skills are all areas of difficulty for the ASD child. Strosnider, et al., (1997) compiled The Academic, Physical and Interpersonal Inclusion Plan (API Inclusion Plan). This plan helps teachers to use brainstorming strategies for each of these areas and is particularly useful if there is no availability of a special needs teacher to collaborate with. Kluth (2003) suggests that the learning environment is itself a strategy. In constructing the best environment Kluth (2003) suggests an aspect that needs to be considered is that of sounds. He uses the familiar example of nails on a chalk board sending a chill down the spine Kluth (2003) states that to a child with ASD every day sounds can have a similar effect. Kluth (2003) promotes the importance of a teacher assessing noise levels and putting strategies in place to exclude excessive noise such as allowing the child to listen to soft music with headsets during class times or using earplugs.Children should be prepared ahead if there are to be changes in their routines, to avoid excessive anxiety. Ozonoff, et al., (2002), elaborate on the suggestion of visual signs for the ASD child. Their research claims that visual instructions and schedules help the child to feel more secure and less stressed so the mind can direct its attention to learning. All of these stress factors must be taken into consideration when assessing which strategies and interventions would be beneficial to the child or young person with ASD. According to Williams (2001), reducing stress and worry, ensuring the environment is predictable and minimizing transitions is crucial to delivering an effective education for the child with ASD.