you can also download this Top 10 List by visiting my website and clicking on resources.
TOP 10 THINGS TO REMEMBER
WHEN INCLUDING A STUDENT WITH AUTISM IN YOUR CLASSROOM
EXPECTATIONS
1. Students with Autism ARE CAPABLE of meeting your expectations. To give you an idea of the degree of capability, people with Autism have pursued and earned PhDs in various fields (click here to learn more). If a student has been placed in your classroom, then it has been determined by the IEP team that the student can be successful in that environment with the appropriate supports. Supports may range from social, academic, organizational, functional, etc. All supports and interventions should be discussed with the Autistic Support teacher and/or IEP coordinator.
ANXIETY
2. Students with Autism struggle with escalated levels of anxiety and depression. Anxiety levels typically escalate during transition or task demand. This anxiety may impair their performance, despite the fact that they may have the knowledge and/or the skill. During transitions or task demand, prompting and use of excessive positive reinforcement can be a very useful way to eliminate these debilitating levels.
SOCIALIZATION
3. Autism Spectrum Disorders are characterized by impairments in reciprocal social interaction, communication and the presence of stereotyped behavior, interests or activities. With this variation, along with anxiety and depression, comes a feeling of loneliness. It is important for the student to genuinely feel included in order to be successful. Pairing them up with a student in the class who can be sensitive to their needs will help the student with Autism feel supported and engaged. I have been very impressed with the level of sensitivity and support received from our students at SPHS.
COMMUNICATIONS
4. Students diagnosed with Autisms are characterized as having difficulties with language development and impaired social skills. This requires certain adaptations in communicating to students with Autism. For example, questions may have to be presented several ways with simplified language or by using prompting. Directions may have to be broken down further in order for the student to execute the task. Again, please keep in mind, Autism is characterized by these variations. This is not representative of their IQ level or ability to achieve. Even students who are labeled non-verbal have average to high IQs and can be deeply insightful (click here to learn more).
PROMPTING
5. Prompting is an effective tool to support a student with Autism in your classroom. Prompting is presenting a stimulus to assist a student in presenting a targeted response. Prompting is most likely something you are already using in your classroom. There are five types of prompting: verbal prompting, modeling, physical prompting, gestural prompting and positional prompting (click here to learn more). Using any of these five types of prompting will help the student to experience success.
SELF –STIMULATION
6. Self-stimulation (Stereotypy) is NOT an appropriate behavior in the classroom. “Stimming” is a repetitive behavior such as rocking back and forth, interacting with ones own body parts (such as hands) interacting with an object, or other behavior that may indicate the student is, “in their own world.” In any situation when the student with Autism is not on task, prompting is a simple way to bring the student’s focus on you and the lesson/task. For example, you might say, “Student, stay on task.” For many students the inclusive classroom feels like a privilege. With this “privilege” comes a heightened sense of responsibility. You can remind students what their responsibility is while in your classroom i.e., being in control of their own behavior.
FOCUS
8. Students with Autism can be easily distracted. Keep them seated somewhere where there may be little distraction such as the front of the classroom. Here, you will be able to prompt them when you notice that they have lost their focus. Positive reinforcement is also important in the behavioral self-regulation process.
INDEPENDENCE
9. Don’t be afraid to put a student with Autism ‘out into the world’ independently. Many of us have an instinct to “protect” our students with Autism. It is very important for this population (as it is important for any other student) that they develop a sense empowerment and independence. One way this is done, is giving them unique responsibilities inside or outside of the classroom, or simply allowing them to partake in the same actives, in the same manner, as their “neuro-typical” peers.
AUTONOMY
10. Students with Autism are developing their own understanding of what it means to be a person with Autism. For some students, feeling different is a struggle while for others it is embraced. It is valuable if/when a question about Autism presents itself (especially by “neuro-typical” peers or classmates), that it be addressed. You can allow the student to speak for themselves while reinforcing and summarizing what the student has presented. Not only does this empower the student with Autism, but it also brings appreciation and tolerance for those that are “different.”
It is always important to ‘put people first.’ They are students, who have Autism. This label does not solely define them, in the same way that a disease does not solely define a medical patient. There is a saying in the Autism Community: “If you’ve met one student with Autism, you have met one student with Autism.” Each student presents with a unique profile, charisma and personality.
OVERALL, THE MOST IMPORTANT THING TO REMEMBER IS:
#1—THEY ARE CAPABLE OF MEETING YOUR EXPECTATIONS!!!
Always discuss what strategies are appropriate to support our students with Autism in the classroom. The Autistic Support teacher or IEP coordinator will work with you to develop these interventions. If you have any questions about this TOP 10 List, feel free to email me: mmckeone@philasd.org
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