30 things every teacher should know about autism in the classroom (2023)

As education continues to evolve and autism is on the rise (autism is believed to affect 1 in 43!), more teachers are welcoming students with autism into their classrooms. While teaching a child with autism can seem daunting, it can often be one of the most rewarding parts of an educator's career. Here are 30 things every teacher should know about autism in the classroom.

If you know a child with autism, you know a child with autism.

As the common saying goes, "If you know a child with autism, you've met a child with autism." It is important for teachers to remember that all children on the autism spectrum are unique and what defines one need not define the other. While some autistic children don't speak, others have amazing talents for things like music and art.

See too:What are the 10 most common signs of Autism Spectrum Disorder (ASD)?

It is possible for a child with autism to move up the spectrum.

As a teacher, you are likely to see a lot of detailed scientific documentation about your student's autism diagnosis. But remember that a child shouldn't be pigeonholed as their place on the spectrum. Even a student who is considered a failure can move up the spectrum with the right therapy.

Like all children, children with autism have strengths and weaknesses.

As with any child in the classroom, people on the autism spectrum have their own strengths and weaknesses. Some are good at memorization but have difficulty reading and pronouncing words phonetically. Teachers need to be prepared for a child who struggles with subjects to varying degrees (or not).

Respect the standards.

Children on the autism spectrum tend to benefit from repetition and routine. Teachers can help make a student's school life as stress-free as possible by understanding the child's routine and sticking to it as much as possible. This could very well prevent a tantrum, meltdown and unnecessary stress. Consider planning each school day the same way to form your own class routine, as studies have shown that a consistent routine benefits all children, not just those on the autism spectrum.

Pay attention to sensory issues: what they are and why they might be a problem.

You probably don't recognize your own sensory issues when you have them. If the music is too loud, turn the volume down; If it's too hot, take off your sweater. But children on the autism spectrum cannot deal with sensory issues like neurotypical people, because their senses tend to provide unreliable information. Before welcoming an autistic child into the classroom, teachers need to know exactly what the sensory issues are and what types of sensory issues they are likely to encounter in the classroom.

Get used to the swing, rhythm and beats.

Children on the autism spectrum often exhibit behaviors known as stimming. These behaviors may include hand movements, rocking, turning or walking. While these stimulating behaviors can be distracting to both the teacher and other students, teachers would do well to recognize that this type of behavior is not meant to be distracting. Rather, it is a repetitive pattern that the child finds comforting.

Give instructions in as few words as possible.

Children on the autism spectrum often have trouble understanding verbal instructions. When giving instructions, use as few words as possible so that the autistic child has less to process. If necessary, give the child with autism instructions separately.

Be prepared to give instructions in a variety of ways.

Likewise, teachers may need to find multiple ways to provide guidance. Providing visual aids and/or written instructions in a few easy-to-follow steps can be very helpful for an autistic child who has trouble processing verbal instructions.

Social situations are difficult for children on the autism spectrum.

Children on the autism spectrum have difficulty reading social cues, which can create confusion and discomfort among the child and peers. Teachers can help by paying close attention to their classroom's social environment and modeling appropriate behavior for everyone when necessary.

Don't be afraid to spend time teaching very specific rules and social skills.

If necessary, teachers should not be afraid to spend time teaching an autistic student very specific rules and social skills. Examples include lining up for the slide, asking a neighbor for a pencil sharpener, or congratulating the winning team after a dodgeball game.

Don't take hurtful words personally.

Because children with autism often lack social skills, they sometimes make comments that we would consider mean or inappropriate. Teachers must be prepared to hear these offensive words. Instead of taking feedback personally, teachers need to find the strength to lead by example with words of praise and positivity.

Don't surprise your autistic students with changes.

As mentioned above, children with autism thrive on routine. A simple change in this routine, even if it is seen as a fun surprise for other children, can be disastrous. If a routine change is planned or likely to occur, simply alert the autistic student so that he or she can begin preparations. Examples of changes might be new seat assignments, a fire drill, or an excursion.

Children on the autism spectrum often struggle with motor skills.

It is not uncommon for children with autism to have motor difficulties. Therefore, it may be beneficial for teachers to consider alternatives to handwriting for students with autism in the classroom, eg B. an iPad or a laptop.

Understand that children with autism need more time to process language.

Perhaps one of the most important things all teachers should know about autism in the classroom is that children on the autism spectrum need more time to process language. If you get a blank stare after giving verbal instructions, understand that the child is probably still processing. Help him by repeating the instructions using the same words. Changing the words only requires you to restart the process.

An autistic child has many ideas and opinions, even if he cannot verbalize them.

Some autistic children don't talk, but that doesn't mean they don't have anything to say. Expect your autistic students to have as many ideas and opinions as any other student, although you may need to encourage sharing those ideas a little differently.

You cannot communicate with a child with autism the same way you would with another child.

While you can communicate with other students using sarcasm, idioms, or raising your voice, understand that these types of things don't have the same effect on a child with autism. An autistic child will also not understand if you compare him or her to a sibling or another student, or if you bring up old or unrelated events. This type of communication is confusing at best. At worst, they're scary.

Use positive reinforcement instead of punishment.

Just as certain methods of communication are not effective when talking to a child on the autism spectrum, neither is it a punishment. Children with autism tend to misinterpret negative punishment, but respond much better to positive reinforcement. Discuss with the child's parents which methods of punishment and discipline they find most effective.

Use downtime as positive reinforcement.

As mentioned above, a child on the autism spectrum has senses that work overtime and provide unreliable information. As you can probably imagine, this is exhausting. When an autistic child meets the standards set for him, give him time off as a reward. This can be as simple as sitting in a corner with a book and headphones for 10 minutes. Let the child relax.

Give an autistic child time and space to self-regulate.

Spending time in the corner with a book and headphones doesn't always have to be a reward. In fact, a teacher may feel that giving the child regular time to relax is best for everyone.

Students on the autism spectrum have many special interests.

Students on the autism spectrum often exhibit special interests (read: obsessions). While teachers don't always have to satisfy these interests, they can be used as a motivational tool for learning. For example, if a child has a strong interest in computers, using computer time as a reward can be very beneficial. When appropriate, teachers may also find it helpful to relate what is being learned to the child's interests.

Remain calm even during the “worst” behavior.

It is important to remember that children on the autism spectrum do not disappear to cause a disorder. Instead, they melt because all their senses are confused and it's the only thing they can do. As a teacher, the best thing you can do is continue to be a calming, supportive presence. The world during a meltdown is scary enough; The child does not need a panicked or angry teacher to add him.

Speak literally.

Because children on the autism spectrum take longer to process things they hear verbally, they do better if the teacher speaks literally. Tell the child exactly what you want to say, without using similes, metaphors or idioms.

Avoid even the most common expressions.

Children on the autism spectrum have difficulty understanding common phrases such as "hunting wild geese", "turning your back on someone", or "trying your own medicine". Teachers would create less confusion if they simply avoided them.

Present clear choices to your autistic students.

All children, including those on the autism spectrum, benefit from clear choices. Try not to ask open-ended questions like, "What activity would you like to do during recess today?" Instead, ask, "Would you rather play Sharks and Minnows or Capture the Flag?" Clear decisions like this allow for less turnaround time, fewer arguments, and a greater sense of community in the classroom.

Use photos and examples of what a finished product will look like.

As noted above, students on the autism spectrum have difficulty understanding anything that is not literal. They also take longer to process the information. When starting projects, it can be helpful for the teacher to show students an example of a finished product. This gives students a clear view of what they are working on.

Sudden changes in behavior often indicate anxiety.

Living on the autism spectrum means living with a sensory system that constantly bombards you with information that may or may not be accurate. If you notice an abrupt change in your autistic student's behavior, it is important to know that it is probably not the case that the student is choosing to behave maliciously to gain attention or entertainment. Rather, he or she may be scared because of something in the environment.

Remember that your classroom environment can be very stimulating for a child with autism.

Classrooms these days tend to be preoccupied with color and texture. While you might like decor like this, too many bright colors with no room for the eyes to rest can overwhelm the sensory system of a student with autism. Consider toning down the decor to include less embellishment, less intense colors, and a place (perhaps at the front of the room) for the child to rest their eyes. In fact, you'll likely find that a less stimulating classroom is beneficial for all of your students.

Take care of the child in free time and on vacation.

Like any child, a student on the autism spectrum needs the experience of socialization during after-hours activities such as lunch and recess. The student, and almost certainly their parents, would appreciate extra attention to ensure that these social times are beneficial and not unduly difficult for the student or their classmates.

Know that repetitive actions calm a child with autism.

We've already discussed the habit of "tuning in": repetitive movements like rocking that a child on the autism spectrum uses to reduce anxiety. But getting a sense of calm through repetition isn't something reserved for pacing. Instead, teachers can instill a sense of calm in all students by maintaining and following a routine (for the day, changing subjects, making lunch, etc.).

Offer any help needed with the organization.

Organization is a skill that must be taught. While many children struggle to keep themselves neat and tidy, teachers may find that their autistic students have particular difficulties with this. Teachers can help by unpacking, transitioning, and packing until the student has made these schedules a routine. Frequent desk checks are also beneficial as students realize that their rooms must remain clean and tidy.

Love your student with autism like any other child in your class.

After all, children on the autism spectrum are children first and foremost. They are sweet, funny and loving and will win your heart. Love your autistic students like any other child in your classroom.