Supporting Students with Autism: 10 Ideas for Inclusive Classrooms
Students with autism may have unique needs with learning, social skills, and communication. These ten simple ideas will help teachers address some of these needs and provide guidance for bringing out the best in learners with autism.
Adapted from: P. Kluth (2010). “You’re Going to Love This Kid!”: Teaching Students with Autism in the Inclusive Classroom.
While most educators agree that no recipe exists for teaching any individual student or group of students, there are certainly some guidelines that can be helpful for supporting students with certain labels. Students with autism may have unique needs with learning, social skills, and communication, therefore, teachers will need strategies to address each one of these areas. These ten simple ideas will help teachers address some of the aforementioned needs and provide guidance for bringing out the best in learners with autism labels.
1: Learn about the learner from the learner
Oftentimes, educators needing information about a student will study the individual’s educational records. While these documents are certainly one source of information, they are seldom the most helpful source of information. Teachers wanting to know more about a student with autism should ask that student to provide information. Some students will be quite wiling and able to share information while others may need coaxing or support from family members. Teachers might ask for this information in a myriad of ways. For instance, they might ask the student to take a short survey or sit for an informal interview. One teacher asked his student with autism, to create a list of teaching tips that might help kids with learning differences. The teacher then published the guide and gave it out to all educators in the school.
If the student with autism is unable to communicate in a reliable way, teachers can go to families for help. Parents can share the teaching tips they have found most useful in the home or provide video of the learner engaged in different family and community activities. These types of materials tend to give educators ideas that are more useful and concrete than do traditional educational reports and assessments.
2: Teach to fascinations
Whenever possible, educators should use interests, strengths, skills, areas of expertise, and gifts as tools for teaching. Can a passion for GPS be used to inspire more reading (operations manuals), new math skills (be a “human GPS”-calculate shortest route between two places), or fun social studies questions (“How would the world be different today if Christopher Columbus had GPS?”) . [For more on using fascinations to support students with autism see Just Give Him the Whale, a book I wrote on this topic with my colleague, Patrick Schwarz.]
3: Get them talking
In some classrooms, a handful of students dominate small-group conversations and whole-class discussions. While it is important for these verbal and outgoing students to have a voice in the classroom, it is equally important for other students — including shy and quiet students, students using English as a second language, and students with disabilities — to have opportunities to share and challenge ideas, ask and answer questions, and exchange thoughts. To ensure that all students have opportunities to communicate, teachers need to put structures and activities in place that allow for interaction.
In one classroom, students were asked to “turn and talk” to each other at various points in the day. A high school history teacher used this strategy throughout the year to break up his lectures and to give students time to teach the material to each other. After giving mini-lectures of fifteen minutes, he asked students to turn to a partner and answer a specific question or re-explain a concept he had taught. For instance, after giving a short lecture on the Presidency, he asked students to discuss, “What qualities do Americans seem to want in a President?; and “How has this list of desired qualities changed over time?” A student with Asperger’s syndrome who needed practice with skills such as staying on topic and turn taking was able to practice them daily.
Teachers can also provide opportunities for communication by giving all students “airtime” during whole-class discussion. One way to do this is to ask for physical whole-class responses to certain prompts. For instance, instead of asking, “Who can tell me a fraction that equals one half?”, the teacher might say, “Stand up if you think you can name a fraction that equals one half”. This strategy not only gives all learners a chance to give an answer, but it allows for some teacher-sanctioned movement, something often welcomed by students with autism. Whole-class physical responses are also appropriate for students who are non-verbal, making it a perfect choice for the diverse, inclusive classroom.
4: Give choices
Choice may not only give students a feeling of control in their lives, but an opportunity to learn about themselves as workers and learners. Choice may be especially helpful for students with autism who have special needs when it comes to learning environment, lesson materials, and communication. Choice can be built into almost any part of the school day. Students can choose which assessments to complete, which role to take in a cooperative group, and how to receive personal assistance and supports. Examples of choices that can be offered in classrooms include:
- Solve five of the ten problems assigned
- Work alone or with a small group
- Read quietly or with a friend
- Use a pencil, pen, or the computer
- Conduct your research in the library or in the resource room
- Take notes using words or pictures
5: Consider handwriting alternatives
Writing can be a major source of tension and struggle for students with autism. Some students cannot write at all and others who can write, may have a difficult time doing so. In order to support a student struggling with writing, a teacher may try to give the child gentle encouragement as he or she attempts to do some writing- a word, a sentence, or a few lines. Teachers might also allow the student to use a computer, word processor, or even an old typewriter for some or for all lessons. For some learners, being able to use a word processor when writing helps them focus on the task at hand (content) instead of on their motor skills (process).
6: Help with organizing
While some students with autism are ultra-organized, others need support to find materials, keep their locker and desk areas neat, and remember to bring their assignments home at the end of the day. Consider implementing support strategies that all students might find useful. For instance, teachers can have all students copy down assignments, pack book bags, put materials away, and clean work spaces together. Structuring this time daily will give all learners the opportunity to be organized and thoughtful about how they prepare to transition from school to home. Specific skills can even be taught during this time (e.g., creating to-do lists, prioritizing tasks).
7: Support transitions
Some students with autism struggle with transitions. Some are uncomfortable changing from environment to environment, while others have problems moving from activity to activity. Individuals with autism report that changes can be extremely difficult causing stress and feelings of disorientation. Teachers can minimize the discomfort students may feel when transitioning by:
Use a visual timer so students can manage time on their own throughout an activity.
- Giving reminders to the whole class before any transition.
- Providing the student or entire class with a transitional activity such as writing in a homework notebook or for younger students, singing a short song about “cleaning up”.
- Asking peers to help in supporting transition time. In elementary classrooms, teachers can ask all students to move from place to place with a partner. In middle and high school classrooms, students might choose a peer to walk with during passing time.
- Provide a transition aid (a toy, object, or picture).
8: Create a comfortable classroom
Sometimes students are unsuccessful because they are uncomfortable or feel unsafe or even afraid in their educational environment. Providing an appropriate learning environment can be as central to a student’s success as any teaching strategy or educational tool. Students with autism will be the most prepared to learn in places where they can relax and feel secure. Ideas for making the classroom more comfortable include providing seating options (e.g., beanbag chairs, rocking chairs); reducing direct light when possible (e.g., using upward projecting light, providing a visor to a student who is especially sensitive); and minimizing distracting noises (e.g., providing earplugs or headphones during certain activities).
9: Take a break
Some students work best when they can pause between tasks and take a break of some kind (walk around, stretch, or simply stop working). Some learners will need walking breaks — these breaks can last anywhere from a few seconds to fifteen or twenty minutes. Some students will need to walk up and down a hallway once or twice, others will be fine if allowed to wander around in the classroom.
A teacher who realized the importance of these instructional pauses decided to offer them to all learners. He regularly gave students a prompt to discuss (e.g., What do you know about probability?) and then directed them to “talk and walk” with a partner.
If students are to learn appropriate behaviors, they will need to be in the inclusive environment to see and hear how their peers talk and act. If students are to learn social skills, they will need to be in a space where they can listen to and learn from others who are socializing. If students will need specialized supports to succeed academically, then teachers need to see the learner functioning in the inclusive classroom to know what types of supports will be needed.
If it is true that we learn by doing, then the best way to learn about supporting students with autism in inclusive schools is to include them.
This article is from the website of Dr. Paula Kluth. It, along with many others on inclusive schooling, differentiated instruction, and literacy can be found at www.PaulaKluth.com. Visit now to read her Tip of the Day, read dozens of free articles, and learn more about supporting diverse learners in K-12 classrooms.
How do you address the needs of other students in the classroom…the ones distracted by loud noises, distracted by a student walking around the room, the noise created as a para tries to get a student to follow rules and behave?
I have really learned a lot on this content.
I am a teacher's aid and work with a kindergarten student who has autism. During lunch time, he continuously keeps on getting up to close his classmates lunchboxes. He finds it amusing and sees it as a game. I have written social stories, incorporated visuals and have just provided him with a cushion that I have placed on his chair (those specialized rubber cushions). He still seems to be getting up after many reminders. Any suggestions. Thank you
While students with Autism in fact do have various skill sets, as do all learners. Learning about the learner, getting students engaged-talking, creating an inviting learning environment, helping with organization, providing choices, supporting with transitions, and providing alternatives to assignments are crucial to every learner and learning style. As an educator for the past 30 years, yes...it takes lots of trial and effort and creativity to reach students with any level or ability, but there is nothing more rewarding than to see student success - whatever it takes!
To support students with autism learn about the student from them or parents.Give them time to talk,give choices,support transition time.Create a comfortable classroom and include.We learn by doing then the best way to learn about supporting students with autism in inclusive schools is to include them.
This information / training give me the opportunity to meet more easily and familiarized with every of the students that I am supported and see myself the different things one and each of them need to be help with to stay in class and finished their tasks.
Children with Autism have varying levels of skills. Not all of these suggestions will necessarily apply to them. The difficulty for this population of students, unless you know the student well, will be knowing what will or will not work. I suspect a lot of trial and error will be required. Learning about the student from the student, getting them to talk, helping with organizational skills, social skills, and other appropriate behaviors will be especially trying.