Autism and Instruction Methods That Work Best in School

Autism and instruction strategies in children mustInstruction for non-verbal students may also be
be individualized in order to gain the greatestrequired. An augmentative communication system
degree of success. Children with autism frequently(methods or devices to aid communication) can
struggle to learn at the same rate as non-autisticbe greatly beneficial to autistic students of all
children, and therefore very specific modificationscommunication levels. This could include strategies
must be made for autism and instruction methodssuch as PECS (picture exchange communication
to cater to the autistic children's unique needs.system), where picture cards are used to
The following list includes autism instructionexpress words for objects, feelings, concepts,
strategies that have been known to help autisticplaces, and other areas where words would
children in the classroom. These are only broadtypically be helpful.
descriptions as any practiced strategies must be4. Instruction of social skills has typically been
child-specific, depending on the individual's needs,among the more challenging aspects of the
symptoms, and strengths.curriculum. Overall, it is best to teach social skills
1. Autistic children tend to be visual learners.very directly. Autistic students will not normally
Therefore, a visual structure to the overalldevelop social skills through simple interaction
learning environment should be carefully designedwithin social environments. Instead, they must
in order to allow the child to clearly see andlearn their social interaction skills in the same way
comprehend expectations of him or her. Thisthat other academic topics and skills are taught.
should include clearly defined workstations and5. A high priority should be placed on instruction of
other basic elements of the classroom. Visualliteracy. The reason for this is that many autistic
schedules are also an important part of thestudents often depend on one form of
classroom's visual structure, as they allow thecommunication for another, even if they are
autistic child to benefit from a predictable routinecapable of communicating verbally. Frequently, a
where the expectations are laid out specifically inkind of back-up form of expressive
a visual way. This minimizes unexpectedcommunication is required especially for when the
occurrences and allows students to anticipate andchild is feeling upset or overwhelmed. Though
prepare for transitions in their day.PECS is effective, with literacy in the student,
2. Stimulation in the classroom - especially visualcommunication - even non-verbal communication -
and auditory - should be carefully considered andcan occur at a might higher level, as it opens up a
controlled, whenever possible. Many autisticgreater vocabulary for expression.
students can be easily over-stimulated by visualAutism and instruction strategies are exceptionally
and auditory input and may have a challengingunique. Before beginning to work with an autistic
time processing their lessons should they bechild, it is important to be aware of the individual
distracted or overwhelmed by sounds, lights, orneeds of that child, and the characteristics of
images that cannot be properly managed.autism exhibited by that child. Instructors and
Workstations should be set away from anyother school staff working with the child should be
excessive auditory and visual stimulationprovided with training about at least the basic
(especially sounds, movements, and any flickeringfeatures of autism. Every member of the team
or bright lights) to allow for optimal concentrationworking with the child should understand the child's
and learning.needs as well as teaching strategies such as
3. Many autistic children struggle with - or havethose listed above, so that they may maximize
yet to develop - communication skills, especiallythe child's potential for successful learning.
with regards to expressive communication skills.