| Students With Autism | | | | required. An augmentative communication system |
| Autism and instruction strategies in children must | | | | (methods or devices to aid |
| be personal in condition to swell the largest degree | | | | communication) can be greatly beneficial to |
| of success. Children with autism continually | | | | autistic students of all communication levels. This |
| managed to discover at the same rate as | | | | could include strategies such as PECS (picture |
| non-autistic children, and therefore very some | | | | exchange communication system), where picture |
| modifications ought to be built for autism and | | | | cards are used to express words for objects, |
| instruction methods to cater to the autistic | | | | feelings, concepts, places, and other areas where |
| children's weird needs. The following list includes | | | | words would typically be helpful. Students With |
| autism instruction strategies that have been | | | | Autism |
| known to help autistic children in the classroom. | | | | 4. Instruction of social skills has typically been |
| These are only broad descriptions as any | | | | among the more challenging aspects of the |
| practiced strategies must be child-specific, | | | | curriculum. Overall, it is best to teach social skills |
| depending on the individual's needs, symptoms, | | | | very directly. Autistic students will not normally |
| and strengths. | | | | develop social skills through simple interaction |
| 1. Autistic children tend to be visual learners. | | | | within social environments. Instead, they must |
| Therefore, a visual structure to the overall | | | | learn their social interaction skills in the same way |
| learning environment should be carefully designed | | | | that other academic topics and skills are taught. |
| in order to allow the child to clearly see and | | | | 5. A high priority should be placed on instruction of |
| comprehend expectations of him or her. This | | | | literacy. The reason for this is that many autistic |
| should include clearly defined workstations and | | | | students often depend on one form of |
| other basic elements of the classroom. Visual | | | | communication for another, even if they are |
| schedules are also an important part of the | | | | capable of communicating verbally. Frequently, a |
| classroom's visual structure, as they allow the | | | | kind of back-up form of expressive |
| autistic child to benefit from a predictable routine | | | | communication is required especially for when the |
| where the expectations are laid out specifically in | | | | child is feeling upset or overwhelmed. Though |
| a visual way. This minimizes unexpected | | | | PECS is effective, with literacy in the student, |
| occurrences and allows students to anticipate and | | | | communication - even non-verbal communication - |
| prepare for transitions in their day. | | | | can occur at a might higher level, as it opens up a |
| 2. Stimulation in the classroom - especially visual | | | | greater vocabulary for expression. |
| and auditory - should be carefully considered and | | | | Autism and instruction strategies are exceptionally |
| controlled, whenever possible. Many autistic | | | | unique. Before beginning to work with an autistic |
| students can be easily over-stimulated by visual | | | | child, it is important to be aware of the individual |
| and auditory input and may have a challenging | | | | needs of that child, and the characteristics of |
| time processing their lessons should they be | | | | autism exhibited by that child. Instructors and |
| distracted or overwhelmed by sounds, lights, or | | | | other school staff working with the child should be |
| images that cannot be properly managed. | | | | provided with training about at least the basic |
| Workstations should be set away from any | | | | features of autism. Every member of the team |
| excessive auditory and visual stimulation | | | | working with the child should understand the child's |
| (especially sounds, movements, and any flickering | | | | needs as well as teaching strategies such as |
| or bright lights) to allow for optimal concentration | | | | those listed above, so that they may maximize |
| and learning. | | | | the child's potential for successful learning. Don't let |
| 3. Many autistic children struggle with - or have | | | | your child suffer anymore! Lead your child out of |
| yet to develop - communication skills, especially | | | | his world through Students With Autism program |
| with regards to expressive communication skills. | | | | now! |
| Instruction for non-verbal students may also be | | | | |