If an autistic child is not learning, it is not because they cannot learn, but because there is some barrier. Too much noise in the environment, an untreated anxiety disorder, or bullying are examples of issues that can impede learning. Limited communication skills may also prevent them from demonstrating what they know. Learn to accept that autistic children may always have differences, and should not be evaluated on the same basis as their neurotypical classmates. Autistic children should be evaluated in relation to their own growth and learning over time Understand that not all autistic children can use the same techniques that you use when teaching a certain subject. Some autistic kids may pick it up very quickly. Autistic kids may have uneven skill profiles. Make sure that the material is appropriate (including supplying more advanced material as needed).
Eye contact can be distracting or painful for autistic people. An autistic child may prefer to look at a different part of you or stare into space to help them listen better. Fidgeting is normal and helps with coping skills. Turning away is not a sign of rejection, but a sign of being overwhelmed. Movement disabilities may cause jerky, clumsy, or overly forceful movements. Facial expressions may look distant, odd, or exaggerated. This usually isn’t on purpose. Autistic children may need extra processing time and thus respond more slowly.
For example, instead of telling them “Perhaps you should go back to the drawing board,” say, “I want you to try this activity again. "
If the child can read, write down the instructions. If the child is still learning, written instructions with pictures might help. Give instructions in small steps, and use short sentences whenever possible.
For example, you may need to print out different pictures of food. At snack time, have the child point to what they want.
Children who cannot read yet will associate printed words with spoken words. Children who can read may benefit from being able to see the words as well as hear them. If a child has a favorite television show, record the show with the closed captions and incorporate the show as part of the reading lesson.
Passivity, delays, or noncompliance may mean that the child is dealing with a problem that they don’t know how to verbalize. Sometimes autistic kids pretend to be an animal (such as a cat or dog) when they’re stressed. Hissing or growling may be easier than finding the words for how they feel. [3] X Research source If a child starts doing this, it might be a sign that they need help or a break.
For example, if a child loves cars, use toy cars to teach geography on a map by “driving” the car to different states.
Most autistic children are capable of learning social skills. They may simply need to be told techniques explicitly, instead of picking them up only through observation. Very young children in preschool and kindergarten can learn simple tasks like color discrimination, letter discrimination, or answering “yes” or “no” to simple questions by observing their peers engaging in these tasks. During centers or group work, consider pairing an autistic child who struggles in a certain area with a child who excels in that area. For instance, if an autistic student struggles with color discrimination, pair that child with a child who excels in color discrimination. By observing a peer perform the task correctly, an autistic child can learn to mimic the targeted behavior. [8] X Trustworthy Source PubMed Central Journal archive from the U. S. National Institutes of Health Go to source Socially savvy kids can be trained to serve as peer models for their autistic classmates, modeling social skills for interaction such as pleasant greetings, sharing ideas, recommending changes nicely, giving compliments, and talking in a pleasant voice, among other things. Make sure that the child is interested and willing to help first. If peer modeling does not help, it may be a sign that there is an environmental or other barrier (e. g. a noisy environment, an unpredictable schedule, or an untreated anxiety disorder) that is hindering the autistic student’s learning.
You can use fictional stories to spark conversations like “What could Kelsey Bunny do when she feels mad?” or “What do you think might help cheer up Prince Jamal?” Some autistic children benefit from a technique known as “social stories”, very brief narratives that describe social situations. These stories help them by providing behaviors to model in various situations.
Never blame the victim. Comments like “you’re being too sensitive” or “this wouldn’t happen if you could stop fidgeting” can teach the child to be ashamed of themselves and to avoid seeking help in the future. Even if the autistic child is not the victim, they may pick up on the hostile behavior and become scared or confused. They may also think this behavior is acceptable when it is not.
Place a clearly-visible analog clock on the wall and tape images that represent the day’s activities and the times they occur. Refer to this clock while mentioning the time that activities are to take place. If the child has difficulty reading analog clocks (as a lot of autistic children do), invest in a digital clock that is equally visible. Picture schedules are also useful.
Stepping away to take some deep breaths Counting Fidgeting safely Using a calm-down room or asking the teacher for a break (verbally or nonverbally)
Try to help them label what they’re feeling. This helps their emotional development and also helps you figure out what’s upsetting them and causing them to act this way. Ask them what would help them feel better. Maybe they need you to fix a problem, or maybe they just want a little attention from you. Validate their feelings and show empathy. For example, “Yes, that must be upsetting that your sweater is so itchy. I know it’s not easy to focus when you’re uncomfortable. You’re allowed to take it off so you can feel better. "
Try to give the student at least as much praise as you give criticism or correction.
Construct your teaching area with separate and defined stations such as toys, crafts, and dress up. Have a calm and quiet space where the child can take breaks if they are overwhelmed. Place physical indications of defined areas on the floor, such as mats for each child to play upon, a taped square outline for a reading area, etc.
Think of uncontrolled sensory input as taking up a certain percentage of the brain. In a perfectly peaceful room, a child may have 100% of their brain and thus be clear-headed and mostly well-behaved. In a chaotic room, they may only have 70% or 50% of their brain, so their learning and behavior will suffer. You won’t be able to control everything, but you can do your best to reduce distractions. The child’s stimming (repetitive behaviors) may also help them “drown out” distractions so they can focus better.
Do they need to walk to list the alphabet? Does holding a blanket help them to read aloud? Whatever it may be, allow the children to learn within their own framework. Some autistic children use noise-cancelling headphones or weighted blankets to calm themselves down when they are overstimulated. Respect the child’s need to use these tools.
Stimming is crucial to autistic children’s concentration[12] X Research source [13] X Research source and sense of well-being. [14] X Research source An autistic child who fidgets may be more calm and attentive than an autistic child who sits perfectly still. Teach the child’s peers to be respectful of stimming, rather than teaching the autistic child to suppress it. Occasionally, an autistic child will seek stimulation from biting, hitting, or otherwise harming themselves or others. This may be a sign of distress or boredom. In this case, it is best to speak with the special education coordinator to figure out how to help the child use a replacement stim that does not cause harm and/or fix what is bothering them. Avoid telling an autistic child not to stim. This can make them feel bad or ashamed of themselves.
If a child is distracting others, remind them to think about other students’ learning. Encourage them to use the item in a way that doesn’t get in others students’ way while they listen. If someone is clearly goofing off with an item, remind them that it’s there to be a tool and not a toy. It’s meant to help them learn, and they can either use it to help them or put it in the bin. Try to avoid taking items away, especially from a distressed-looking autistic student. Sometimes a fidget toy is the only thing that is keeping them from an emotional breakdown.
You may want to explain to other class members that the autistic student is not reacting just to make others laugh, and that they do not like whatever the stimulus is. Autistic children are often bullied unintentionally, as neurotypical children can find their reactions amusing or annoying, and do not understand when something is negatively affecting an autistic student. If an autistic child is struggling to comply with instructions, don’t assume it’s willful misbehavior. Sensory issues or unmet needs may be making it difficult for them. [15] X Research source Try to figure out what’s wrong, and see if you can fix it.
The laws cover children who meet eligibility requirements in one of thirteen areas, whose disability negatively affects his or her educational performance, and who requires special educational services as a result of their disability. Autism spectrum disorder is a qualifying diagnosis. Not only must the state provide a free education for all individuals, but that education must meet their unique individual needs, which can differ from neurotypical children (that is, children who have no brain-related disabilities). Every child who qualifies for special education services must have an Individualized Education Plan (IEP), which specifies what accommodations a student requires because of his or her diagnosis. Reasonable accommodations for a child receiving special educational services can vary widely. Some students may only need extra time to take tests or assistive technology like a laptop, while others may require a paraprofessional, small group instruction, or curriculum modification.
Students with special needs often have medical diagnoses, treatment plans, and medications included in their educational records, which are all protected under their right to privacy under the Individuals with Disabilities Education Act. This makes you legally liable if you disclose their private information without the consent of their parents. [16] X Research source Generally, the student’s right to privacy is limited by a “need to know” basis. Faculty and staff (coaches, playground monitors, cafeteria staff, etc. ) might need to know about an autistic child’s condition in order to understand their communication skills, limitations, special interests, outbursts, or other aspects of their disability. If you are unsure about your district’s confidentiality procedures, talk with the district special education coordinator. Consider arranging a topical workshop for teachers to learn about these procedures. If you need to initiate a class- or school-wide policy to protect the interests of a child with special needs (for instance, instituting a peanut-free policy at a school where a child is allergic), notify the families of the policy and indicate that it is to protect a student with a special need. However, do not mention the affected child by name. Autistic students and their classmates all benefit if the other students understand an autistic classmate’s diagnosis, but for privacy reasons the teacher cannot disclose that diagnosis to the class. Many proactive parents will take it upon themselves to discuss their child’s autism with the class; plan a meeting with the parents early in the school year to let them know that your classroom doors are open to them if they want to do this. [17] X Research source
The least restrictive environment for a given student will vary, and is determined and written into the IEP by a team of people including the parents, medical team, and the school district’s special education department. The IEP will generally be re-evaluated annually, which means the least restrictive environment for a given student may change. In many cases, this means that autistic children should be educated in regular classrooms rather than in a special education classroom. This can vary depending on the student’s diagnosis and IEP, but in general, autistic students are placed in regular classrooms as much as possible. This practice is called “mainstreaming” or “inclusion”. [18] X Research source In these situations, it is the responsibility of the teacher to make accommodations in the classroom for autistic children. Many of these accommodations will be specified on the student’s IEP. But educated teachers can also adapt their teaching strategies in ways that will support the learning processes unique to autism, while simultaneously respecting the learning needs of the remaining neurotypical students.
Get to know the student as an individual. While stereotypes are common, every autistic person is unique, and will have different needs. As a teacher, you must become aware of each student’s ability in each discrete educational area by assessing their current standing. Knowing a student’s current strengths and weaknesses will help you develop a plan to develop practical interventions. This is true in academic subject areas, as well as social and communication skills.
