I can honestly say that I became a better teacher after having children of my own.
Don’t take that to mean that a teacher has to have children to be great. I’m just saying that I became a better teacher after having my own children—and an even better teacher after having a child with autism.
My daughter’s autism has allowed me to truly understand that not all children process the classroom environment and subject area content in the same way. Understanding the needs and challenges for students on the spectrum is key.
I have found there are 8 fundamental key components to classroom instruction that benefit our children with autism spectrum disorder. Having these components in place is essential to maximizing success and decreasing lost time in the classroom.
Know your student’s Individualized Education Plan.
Before the year begins, make sure you have an up-to-date IEP for any student in your class with a diagnosis. It is the Teacher of Record’s job to make sure all teachers that instruct a student with an IEP receive a copy. As a teacher, it is the law to make sure the IEP is carried out in the classroom. It’s a good idea to make a card for each child listing accommodations, modifications, and goals. Place the card in a private, secure area where you will have a visual reminder of the student’s needs.
Provide a repetitive and routine schedule.
Students with ASD benefit from a structured schedule in which the curriculum is delivered in the same time order and with familiar activities to which they have grown accustomed. Deviating from a routine can result in a change in behavior, mood, or academic performance. Provide a written or picture schedule for the child and place in a convenient location for access. Always prepare the child for any schedule changes in advance. The more you can eliminate the element of surprise from your classroom, the more you reduce anxiety for your students with autism.
Limit the amount of language used.
Weak language skills is one of the hallmarks of autism. Receptive language and its motor processing is much slower for children on the spectrum. Rattling off a sequence of instructions or describing a complicated math algorithm on the board at a typical speed loses the child with ASD. One- and two-step directions are best. Time order words are helpful: first, next, then, last. Students with autism also interpret messages literally, so avoid figurative language, as it can cause these students to misunderstand verbal messages. It is also helpful to use a calm and even tone of voice. Give clear and concise directions, provide notes for your students, and pair them with a buddy.
Behavior is communication.
All behavior occurs for a reason—an antecedent or trigger. Behavior describes how factors in the environment affect an individual. To make learning purposeful, the source of inappropriate and distracting behavior must be identified and resolved. If a student is having problems regulating emotions or behavior, provide time away from the group or class in a safe, private area for the child to control himself. Frequent sensory breaks are beneficial. And try not to take behaviors personally.
Social pragmatics need to be practiced.
Social communication is a struggle for students with autism. Children with autism have not acquired social skills by watching others. We refer to this as the hidden curriculum. As a result, students with autism must be provided with numerous opportunities to interact with others. Start as small as preparing a social script for the child. Have the child practice with a respected, mature peer. Coach the child to say, “Good morning,” or interact with others at recess and lunch. It may look like students on the spectrum don’t want to play with other kids, but it may also be that they do not know how to start a conversation. As they grow older, these students can also be taught to advocate for their own needs.
Focus on strengths and interests.
Most children on the spectrum have strengths and interests that provide comfort, motivation and regulation. Integrating those strengths and interests into a challenging lesson can alleviate anxiety. Extra time on a preferred topic can also be used for positive reinforcement and helps build self-esteem. In younger years, most students with ASD are enamored with trains, dinosaurs, space, animals, and Legos. As they grow older, they fascinate on My Little Pony, Dr. Who, anime, Star Wars, and video games.
Use concrete and visual methods.
Children with autism tend to be visual thinkers. They think in pictures and their thoughts are like videos running in their imaginations. Opportunities to use manipulatives in math and models in science help aid in understanding. A story map in reading helps to identify elements in a story, and timelines in social studies helps to order sequences of events. And it is always helpful to show them how to do something rather than just telling them.
Develop a plan for organization.
Problems with executive functioning can actually disable a student’s ability to organize his or her classroom materials, desk, and locker. A specific plan and expectation in the area of organization is a must for these students. Without this plan, desks will be piled high with books and materials, backpacks will be stuffed with papers, lunch boxes will litter the floor, and whatever is left will be shoved into lockers. Support strategies must be put in place, such as written checklists and reminders, while providing direct guidance and instruction. It is also necessary to color code books and folders for organization.
Transitions between subjects need attention.
Many students on the spectrum have no sense of time or urgency. Often these students will be the last into your classroom and the last out of your classroom—and then they may not even know where they are headed next. That’s because it takes these students longer to motor plan moving from one activity to another. Giving them a five-minute and two-minute warning helps prepare and remind them to get ready. They will not always just follow others, though, so it is imperative these students develop a routine for transitions. For faster transitions, help them understand their schedule, materials needed, and specific room assignments.
As teachers, we lay the foundation for students with autism to learn not only content knowledge but also life skills. It is important for them to experience success. Along with their parents, we are their best advocates. Each child with autism is different, and therefore, has different needs. We must take the time to create a classroom environment in which students can achieve the goals listed in their IEPs.
Dr. O. Ivar Lovaas said, “If they can’t learn the way we teach, we should teach the way they learn.” Some might call that unfair. I ask, “Is it fair that a child has autism?”
I welcome any questions and/or comments—just drop them in the comments below.
Now go plan on making a difference in a child’s life!
Lori