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Autism spectrum disorder (ASD) and autism are both general terms for a group of complex disorders of brain development. These disorders are characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors. ASD can be associated with intellectual disability, difficulties in motor coordination and attention and physical health issues such as sleep and gastrointestinal distubances; some persons with ASD are excellent in visual skills, music, math and art.

Autism statistics from the U.S. Centers for Disease Control and Prevention (CDC) identify around 1 in 68 Amerian children as on the autism spectrum. Studies also show that autism is four or five times more common among boys than girls; an estimated 1 out 42 boys and 1 in 189 girls are dianosed with autism in te United States.

 

So, as teachers, we must have some tools to help our students with ASD to do their best.

Here, we leave you a video about a class of children with autism.

 

 

 

 

 

 

 

 

 

 

 

 

 

But there are some suggestions for teachers that could be used in the classroom:

1. Use Task Analysis -very specific tasks in sequential order.

2. Always keep your language simple and concrete. Get your point across in as few words as possible.

3. Teach specific social rules/sills, such as turn-taking and social distance.

4. Give fewer choices. The more choices, the more confused an autistic child will become.

5. If you ask a question or give an instruction and are greeted with a blank stare, reword your sentence. Asking a student what you just said helps clarify that you've been understood.

6. Avoid using sarcasm.

7. Avoid using idioms as "open your ears".

8. Give very clear choices and try not to leave choices open ended.

9. Repeat instructions and check understanding.

10. Provide a very clear structure and a set daily routine.

11. Teach what "finished" means and help the student to identify when something has finished and something different has started.

12. Use various means of presentation.

13. Avoid overstimulation.

14. Seek to link work to the pupil's particular interests.

15. Allow some access to obsessive behaviour as a reward for positive efforts.

 

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