10 STEPS TO A SUCCESSFUL CLASSROOM

The following is a brief summary of some useful tips in making the classroom a more successful place for the student with an Autism Spectrum Disorder. Some of these areas will be covered in greater detail in future articles.

1. Use concrete language

Even students with good language abilities have difficulty with language processing. Keeping language concrete and to the point will assist with comprehension.

2. Be careful with metaphors, irony, sarcasm, etc.

Students with Autism Spectrum Disorders have a very literal understanding of language. Many misunderstand expressions such as “toast the bride” and are very confused by teasing and sarcasm.

3. Use visual supports for communication whenever possible

Visual strategies support students with Autism in processing information and assist in comprehension. Visual strategies include (tailored to the child’s level of skills) compic, photographs, written instructions, timetables and highlighting text to emphasise meaning or what is expected of the student.

4. Allow extra processing time

Students with Autism often take longer than other students to process verbal instructions. Allow extra time before you repeat the instruction. Repeating an instruction too soon can interrupt the processing of the person’s response.

5. Don’t demand eye contact

Some people with Autism cannot process visual and auditory input simultaneously. They can look at you OR they can understand what you are saying. The fact that the student is not looking at you does not mean that they are not listening or attending.

6. Be rewarding

We are all more likely to work well in an environment where we can succeed and where our efforts are appreciated. Students with Autism are no different. The more opportunities the person with Autism has for success in the work they are given, the more likely they are to find the classroom a rewarding place. Also, the more we show our pleasure through rewarding the person in ways which are meaningful for them, the more likely they are to strive to succeed.

7. Keep your eye on the "big picture”

Do not make everything an important issue. It may be much more effective to ignore minor problematic issues where to do otherwise will result in head on clashes. Alternatively, redirect or compromise, where possible.

8. Use a team approach

Parents and school staff are all experts in their own areas and they all want what is best for the child. Keep communication open and positive between home and school. Achieving success is much easier under these conditions.

9. Don’t take it personally

Students with Autism Spectrum Disorders have a deficit in social understanding and at times they may appear to be rude or self centred. This does not spring from a desire to cause difficulties, but simply from a lack of social understanding. Students with Autism will often need to be taught explicitly what other students simply know from being in social situations. It is important not to assume that the student understands how they “should” behave. Very often they do not.

10. Be aware of the sensory environment

People with Autism Spectrum Disorders often have difficulty with the sensory environment eg noise, busy visual environments, distractions etc. Be aware of environments which may cause distress or lack of attention and take action. For example, if a student finds it difficult to complete written work because he is seated next to a window where there is outside activity, change his seating. Telling him to pay attention will not work. If a work experience placement in a noisy workshop is causing agitation, choose work experience in a place which does not have noisy machinery etc. In other words, be aware of the impact of the sensory environment on the person’s behaviour and make the necessary adjustments.