Overview

The autism (ASD) category is the fourth most prevalent type of disability found among school-aged children. Recent findings indicated 1 in 68 children have autism (Pearson and Meadan, 2018). Teachers can rethink their teaching practices relating to communication, processing, movements, and classroom environments so that students with autism or autistic students feel supported in the classroom.

Unlike people who fall into other categories of disability (with some exceptions), some people with autism prefer identity-first language like “autistic person” over person-first language like “person with autism.”

Strengths

Students with autism have many strengths that are easy to work into an educational plan. If educators thoughtfully consider leveraging their students’ strengths when developing lesson plans and daily activities, students with autism can thrive in their educational settings by increasing their engagement, interaction, and learning.

The strengths of students with autism exist within their sensory, cognitive, and behavioral abilities. Some sensory strengths might include “visual hypersensitivity,” “tunnel vision,” “acute hearing,” and “heightened pitch detection” (Embrace Autism). Some cognitive strengths might include “rational decision-making,” “encyclopedic knowledge,” and “pattern recognition” (Embrace Autism). Lastly, behaviorally, students with autism might exhibit a “strong work ethic” (Embrace Autism).

Needs

Students with autism have varying needs, and what one student needs may differ from what another student needs. Some things that students with autism may experience include acting out due to frustration, having light and noise sensitivity, struggling with speech, and, in some cases, not speaking at all, and needing extra time to complete assignments and take tests (Nemours KidsHealth). Keeping these needs in mind can inform how teachers approach their teaching. 

Supporting Students with Autism

Common Teaching Strategies

According to Teach for America, here are some ways to help promote learning among students with autism:

1. Avoid sensory overload. Many unexpected things may be distracting to students with autism. Fluorescent lights, smells, and noises from other students can make it difficult for students with autism to concentrate. Using cool, calm colors in the classroom can help create a more relaxing atmosphere. Avoid covering the walls with too many posters or other things to look at. Some students may even benefit from their own center, where they can spend time away from any possible distractions.
2. Use visuals. Even individuals with autism who can read may benefit from visuals. Visuals can serve as reminders about classroom rules, where certain things go, and resources that are available to students. Using pictures and modeling will mean more to students with autism than a lengthy explanation.
3. Be predictable. If you’ve ever been a substitute teacher, you know about the unspoken anxiety of being with a different class (sometimes in a different school) every day.  Having predictability in the classroom may ease anxiety for students with autism and will help avoid distraction. Students may be less worried or curious about what will happen next and can better focus on the work at hand. Give your students a schedule that they can follow. If there are any unpredictable changes, it’s a great teaching moment to model how to handle changes appropriately.
4. Keep language concrete. In the 90’s, there was a cartoon television show called “Bobby’s World.”.  Bobby would always overhear adults using figurative language and daydreaming of all these wild scenarios about what he thought they meant. Many individuals with autism have trouble understanding figurative language and interpret it in very concrete terms. This may be a great opportunity to teach figurative language and hidden meanings in certain terms.
5. Directly teach social skills. The hidden curriculum, or ways to navigate education that are not explained, may be too hidden for some individuals with autism. There are certain things that may have to be explicitly taught (like analogies). Model appropriate social skills and discuss how our behavior can make others feel.  Social Thinking is a great curriculum with picture books such as You Are a Social Detective that explains social skills easily.
6. Treat students as individuals. It’s important to model patience, understanding, and respect when working in a classroom with special learners. Celebrate their success and don’t sweat it if some accommodations don’t conform to what you are used to in the classroom. Keep in mind that some of these recommendations may be super helpful for some students, while others may not need the same degree of consideration. Autism can affect individuals differently. (6 Tips for Teaching Students With Autism)

Autism Spectrum Disorder

References

Pearson, J. N, and Meadan, H. (2018). African American parents’ perceptions of diagnosis and services for children with autism. Education and Training in Autism and Developmental Disabilities, 53(1), 17-32. https://files.eric.ed.gov/fulltext/EJ1179135.pdf

National Center for Education Statistics. (2022). Students With Disabilities. Condition of Education. U.S. Department of Education, Institute of Education Sciences.

U.S. Department of Education. (2018). Sec. 300.8 Child with a disability. Retrieved from https://sites.ed.gov/idea/regs/b/a/300.8