As educators, we know that supporting students with autism spectrum disorders (ASD) requires thoughtful, evidence-based approaches that acknowledge their unique learning needs and strengths. We increasingly find ourselves seeking effective teaching strategies to create inclusive and supportive learning environments.
Implementing appropriate teaching strategies can enhance the the learning experience of students with autism, particularly when these methods are grounded in organized, predictable environments that cater to their specific learning requirements.
The strategies included here are designed to address common challenges faced in mainstream classrooms, where students with ASD often encounter difficulties with attention maintenance, sensory processing, and social interaction.
Implementing these teaching strategies can create an environment that not only supports learning but also promotes independence and reduces anxiety among students with autism.
Communicating to the Student
- Be concrete and specific. Avoid using vague terms like later, maybe, or “Why did you do that?”
- Avoid idioms, double meanings, and sarcasm.
- Use gestures, modeling, and demonstrations with verbalization.
- Specifically engage attention visually, verbally, or physically.
- Use picture cues to communicate when possible.
Structure the Environment and Class Routine
- If necessary for understanding, break tasks down into smaller steps.
- Provide accurate, prior information about change and expectations. Minimize transitions.
- Offer consistent daily routine.
- Avoid surprises, prepare thoroughly and in advance for special activities, altered schedules, or other changes, regardless of how minimal.
- Talk through stressful situations or remove the student from the stressful situation.
- Allow for a ‘safe space’ in the building for the student to retreat to when necessary.
- Reduce distractions and sensory overloads, including noise, vision, and smell.
- Provide a designated work area. This could be a place mat on a desk.
- Label areas for materials the student will access or store.
- Provide a visually coded organization system for materials and notebooks.
- Post checklists and reminder cards to keep student on task and organized.
- Let student go a little earlier or later than the bell. Halls are a source of difficulty.
- Teach use of timer or other visual cues to manage behavior (Wright, 2011).
Presentation of Material
- Use visuals in teaching and learning materials.
- Use graphic organizers, charts, diagrams, and computer video clips.
Ideally, you would want to implement these strategies gradually, allowing time for both you, and your students to adjust. Monitor and document the effectiveness of different approaches for individual students and maintain open communication with campus or district support staff and families.
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