12 Tips to Setting up an Autism Classroom « Principal Kendrick - 6 views
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autism special education special needs students SPED ASD:teaching classroom ASD:educators tips
shared by Tero Toivanen on 30 Dec 10
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In a world that’s ever changing, routine and structure provide great comfort to a child on the autism spectrum. Define routines clearly.
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Activities are successful when they’re broken into small steps.
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Make sure children know what to do if they finish ahead of time. Typically, children with autism do not use free time productively; therefore strive to have as little downtime between activities as possible.
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2. Use visuals
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Remember to keep explanations simple and short about each picture or concentration will wane. Give written instructions instead of verbal whenever you can. Highlight or underline any text for emphasis.
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People with autism like order and detail. They feel in control and secure when they know what to expect
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Picture schedules are even more powerful because they help a student visualize the actions.
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Make sure you have this schedule in a very visible place in your classroom and direct the students’ attention to it frequently, particularly a few minutes before you begin the next activity.
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Written schedules are very effective for good readers. These can also be typed up and placed on a student’s desk.
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4. Reduce distractions
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Many people with autism find it difficult to filter out background noise and visual information. Children with autism pay attention to detail. Wall charts and posters can be very distracting.
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Try and seat children away from windows and doors.
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5. Use concrete language
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Always keep your language simple and concrete. Get your point across in as few words as possible.
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Avoid using idioms.
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Give very clear choices and try not to leave choices open ended. You’re bound to get a better result by asking “Do you want to read or draw?” than by asking “What do you want to do now?”
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6. It’s not personal
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Children with autism are not rude. They simply don’t understand social rules or how they’re supposed to behave.
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NEVER, ever, speak about a child on the autism spectrum as if they weren’t present
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Despite the lack of reaction they sometimes present, hearing you speak about them in a negative way will crush their self esteem.
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7. Transitions
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Children on the autism spectrum feel secure when things are constant. Changing an activity provides a fear of the unknown. This elevates stress which produces anxiety
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Reduce the stress of transitions by giving ample warning
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Using schedules helps with transitions too as students have time to “psyche themselves up” for the changes ahead.
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People can be slow when they are learning a new skill until they become proficient
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Encourage your students to ask each other for help and information
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Making decisions is equally important and this begins by teaching students to make a choice. Offer two choices.
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When giving a directive or asking a question, make sure you allow for extra processing time before offering guidance. Self help skills are essential to learn
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Never underestimate the power of consistency.
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Avoid this temptation and make sure you allow ample time before you abandon an idea. Remember that consistency is a key component of success. If you’re teaching a student to control aggression, the same plan should be implemented in all settings, at school and at home.
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9. Rewards before consequences
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We all love being rewarded and people with autism are no different. Rewards and positive reinforcement are a wonderful way to increase desired behavior
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If possible, let your students pick their own reward so they can anticipate receiving it.
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There are many reward systems which include negative responses and typically, these do not work as well.
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Focusing on negative aspects can often lead to poor results and a de-motivated student. When used correctly, rewards are very powerful and irresistible
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Every reward should be showered in praise. Even though people on the spectrum might not respond typically when praised, they enjoy it just as much as you!
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10. Teach with lists
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Teaching with lists sets clear expectations. It defines a beginning, middle and an end.
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People on the autism spectrum respond well to order and lists are no exception. Almost anything can be taught in a list format.
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While typical people often think in very abstract format, people on the spectrum have a very organized way of thought. Finding ways to work within these parameters can escalate the learning curve.
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11. Creative teaching
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It helps to be creative when you’re teaching students with autism. People on the spectrum think out of the box and if you do too, you will get great results.
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Often, people with autism have very specific interests. Use these interests as motivators.
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Another great strategy to use is called “Teaching with questions”. This method keeps students involved, focused and ensures understanding.
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Another great way of teaching is by adding humor to your lessons. We all respond to humor.
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12. Don’t sweat the small stuff
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The final goal is for children to be happy and to function as independently as possible.
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Don’t demand eye contact if a student has trouble processing visual and auditory information simultaneously.
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It may even be painful for the student... There are research about this issue.
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By correcting every action a person does, you’re sending a message that they’re not good enough the way they are. When making a decision about what to correct, always ask yourself first, “Will correcting this action help this person lead a productive and happy life?”
