The physical environment can be difficult to cope with for children with ASD mainly due to sensory difficulties and problems with central coherence. ( Happé, F., & Frith, U. 2006). It is important for children with a communication impairment to ensure that realistic adjustments are made to limit as many obstacles to learning as possible, ‘for almost any other special need, the classroom only becomes disabling when a demand to perform a given task is made. For the child with autism, disability begins at the door.’ Hanbury (2007). The environment should be as tidy and free of clutter as possible to reduce the level of anxiety and confusion. Structure and consistancy can reduce stress and in some cases challenging behaviour. “Difficult or challenging behaviour is not a part of an autistic spectrum disorder, but it is a common reaction of pupils with these disorders, faced with a confusing world and with limited abilities to communicate their frustrations or control other people.” (Jordan & Jones 1998).Individual class or group charts may be required as most children on the autistic spectrum respond well to visual timetables. A planned programme taking account of the needs of the child’s sensory and processing difficulties should be undertaken as stressful situations can create challenging behaviour (Waterhouse 2000). Speech and language programmes that have been correctly prepared can help improve a child’s comprehension and increase their vocabulary which in turn will enhance their social communication skills and correct problems with intonation or articulation (Howlin 1998).The Individuals with Disabilities Act (IDEA), proposes that children with ASD should be educated in as open and inclusive an environment as possible. Although this legislation is necessary and does protect a child’s rights to the best education possible, it can create difficulties for teachers.