Autism and teaching methods that work best in school

Autism and teaching methods that work best in school

Autism and teaching strategies in children must be individualized to achieve the greatest possible success. Children with autism often have difficulty learning at the same rate as non-autistic children. Therefore, very specific changes need to be made to autism and teaching methods to meet the unique needs of autistic children.

The following list includes autism teaching strategies that are known to help autistic children in the classroom. These are broad descriptions only, as strategies practiced must be child-specific depending on the individual's needs, symptoms, and strengths.

1. Autistic children are typically visual learners. Therefore, a visual structure for the entire learning environment should be carefully designed so that the child can clearly see and understand what is expected of him. This should include clearly defined workstations and other basic elements of the classroom. Visual schedules are also an important part of the visual structure of the classroom because they allow the autistic child to benefit from a predictable routine where expectations are specifically laid out visually. This minimizes unexpected events and allows students to anticipate and prepare for transitions in their day.

2. Classroom stimulation – particularly visual and auditory – should be carefully considered and controlled where possible. Many autistic students can become easily overstimulated by visual and auditory input and may have a difficult time completing their lessons if they are distracted or overwhelmed by sounds, lights, or images that cannot be managed properly. Workstations should be kept away from excessive auditory and visual stimulation (especially noise, movement, and flickering or bright lights) to allow for optimal concentration and learning.

3. Many autistic children struggle with or have yet to develop communication skills, particularly expressive communication skills. Instruction for nonverbal students may also be required. An augmentative communication system (methods or devices to support communication) can be of great benefit to autistic students of all communication levels. This can include strategies such as PECS (Picture Exchange Communication System), which uses picture cards to express words for objects, feelings, concepts, places, and other areas where words are typically helpful.

4. Teaching social skills has typically been one of the more difficult aspects of the curriculum. Overall, it's best to teach social skills very directly. Autistic students typically do not develop social skills through simple interaction in social settings. Instead, they must learn their social interaction skills in the same way other academic topics and skills are taught.

5. Literacy instruction should be a high priority. This is because many autistic students often rely on one form of communication for another, even if they are able to communicate verbally. Some sort of backup form of expressive communication is often necessary, especially if the child is feeling upset or overwhelmed. Although PECS is effective and students can read and write, communication - including non-verbal communication - can occur at a potentially higher level because it opens up a larger vocabulary for expression.

Autism and teaching strategies are exceptionally unique. Before working with an autistic child, it is important to understand that child's individual needs and the characteristics of the autism exhibited by that child. Instructors and other school staff working with the child should be trained on at least the basic characteristics of autism. Each member of the team working with the child should understand the child's needs as well as teaching strategies such as those listed above so that they can maximize the child's potential for successful learning.

Inspired by Rachel Evans