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How can a classroom help students with autism?
How can teachers support autistic students?
How do you teach autistic students?
Can a teacher help a child with autism?
How can teachers help students with autism transition?
14 autism teaching strategies to set students up for success. Be calm and positive. Model appropriate behavior for the student with autism, as well as for other students, by greeting him and engaging him in a respectful way.
It also suggests practical social, behavioural, and academic strategies that teachers can implement within their classrooms to improve the performance and educational experiences of students with ASD.
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- Schools Should Invest in High Quality Professional Learning For Teachers
- When Coordinated Collaboration with A Range of Professionals Is Needed
- Plan For The Future
Research
Successfully including students with ASD in regular classroom requires that teachers and para-professionals have the necessary skills and knowledge to teach and support all students. These staff need to learn and acquire technical skills to effectively educate students with ASD, and to work with other para-professionals and parents. Key skills include: 1. preventing and managing challenging behaviours 2. peer-tutoring 3. co-operative learning 4. small group instructions to target specific ski...
Teachers
Traditional teacher professional development programs can be too didactic and have not proven effective. You are more likely to implement new skills when you have been provided with multiple opportunities to practice, and can receive feedback from your trainer based on your performance as an individual. For schools this means allowing teachers to practice new skills with support until they can achieve a high degree of independence, confidence and accuracy. Teachers and principal should seek p...
Research
A student with ASD may require the services of a range of professionals. It is critical all relevant service providers collaborate and co-ordinate to avoid confusion and deliver the programs in consultation with the families. One way to promote this would be to establish an Autism Specific Multi-Agency Team at school or district level. The team takes overarching responsibility of coordinating and delivering services to the students and their families.
Teachers
Talk to your principal about setting up a collaborative team around the student with autism. 1. Does the student have speech and communication difficulties? You probably need a speech pathologist on your team. 2. Does the student display behaviours of concern? You may need a behaviour analyst or psychologist on your team. Asking a professional to simply conduct an assessment is unlikely to be effective. Every team member needs to contribute to the development and implementation of individual...
Research
Some students with ASD find it difficult to transition to new environments. It is important that systematic plans are in place for transitioning students with ASD at different stages of schooling. Both sending schools (or agencies) and receiving schools (or agencies) need to plan and co-ordinate for smooth transition of students to the new environments. Families are at heightened levels of stress at the time of transition and they also need to be supported and consulted to ensure positive exp...
Teachers
During a period of transition, it is important that the student with autism receives continuity of support. Teachers can facilitate smooth transitions by sharing information about individual learning plans, behaviour support plans, communication systems, and other classroom supports (such as visual aids) with the new teacher before the transition occurs. Simply sharing information is not likely to be effective. The new teacher will need specific training on how to implement behaviour support...
- Learn About the Learner From the Learner. Oftentimes, educators needing information about a student will study the individual’s educational records. While these documents are certainly one source of information, they are seldom the most helpful source of information.
- Teach to Fascinations. Whenever possible, educators should use interests, strengths, skills, areas of expertise, and gifts as tools for teaching. Can a passion for GPS be used to inspire more reading (operations manuals), new math skills (be a “human GPS”-calculate shortest route between two places), or fun social studies questions (“How would the world be different today if Christopher Columbus had GPS?”).
- Get Them Talking. In some classrooms, a handful of students dominate small-group conversations and whole-class discussions. While it is important for these verbal and outgoing students to have a voice in the classroom, it is equally important for other students—including shy and quiet students, students using English as a second language, and students with disabilities—to have opportunities to share and challenge ideas, ask and answer questions, and exchange thoughts.
- Give Choices. Choice may not only give students a feeling of control in their lives, but an opportunity to learn about themselves as workers and learners.
- Learn about the learner from the learner. Oftentimes, educators needing information about a student will study the individual’s educational records. While these documents are certainly one source of information, they are seldom the most helpful source of information.
- Teach to fascinations. Whenever possible, educators should use interests, strengths, skills, areas of expertise, and gifts as tools for teaching. Can a passion for GPS be used to inspire more reading (operations manuals), new math skills (be a “human GPS”-calculate shortest route between two places), or fun social studies questions (“How would the world be different today if Christopher Columbus had GPS?”) .
- Get them talking. In some classrooms, a handful of students dominate small-group conversations and whole-class discussions. While it is important for these verbal and outgoing students to have a voice in the classroom, it is equally important for other students — including shy and quiet students, students using English as a second language, and students with disabilities — to have opportunities to share and challenge ideas, ask and answer questions, and exchange thoughts.
- Give choices. Choice may not only give students a feeling of control in their lives, but an opportunity to learn about themselves as workers and learners.
Jim shares their perspective to help other teachers connect with students with autism and related disabilities to maximizes their learning: Incorporate Universal Design for Learning concepts.
Aug 11, 2021 · Teachers can best support autistic students when they have a range of strategies to choose from. As a general principle, interventions that provide predictability, support, and empowerment, while also reducing anxiety and building on strengths, are effective.
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