The purpose of this research project is to examine how effective strategies are used within the classroom to support children with autism. It will evaluate how beneficial the strategies are and explain how they differ for every child. By investigating the history and definition of autism, it will inform and reform better practice for schools by devising approaches tailored to individual children. It reflects upon the pedagogy of those working with autistic children and how they influence the opportunities and attitudes towards social participation. This will be explained using the social and medical models. It will highlight the importance of communication between the educators, child and family. This will explain how partnerships and effective communication can impact on a child and the school setting. The deployment of TAs will be discussed in regards to how they impact on teachers and the children. This will also provide an insight as to whether they are trained and supported enough for the role. The comparative primary and secondary sources and qualitative data aim to contribute to better understanding and suggest insights into the importance of effective classroom strategies.