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Recommended Teaching Strategies
- Children with autism pose a challenge because their unique set of strengths and challenges requires individualized interventions that are not typically a part of teacher preparation programs unless teachers are trained in applied behavior analysis or positive behavior supports.
- Teachers of students with autism must be aware of the characteristics of autism in order to develop an effective instructional program that best serves the needs of this unique population. The classroom setting and all instructional materials must be organized to best reflect the learning styles of these students, and the delivery of instruction must also follow suit. However, making these accommodations in setting and style is not difficult for teachers who follow established best practices for all students. In fact, when teachers adapt instructional organization and delivery for students with autism, the likely result will be a higher degree of learning for the entire class.
- The teacher must design the classroom and all instructional materials to contain visual supports and cues. Students with autism typically have far better visual processing skills than auditory processing skills and respond well to picture symbols and other visual information. Picture symbols can be used to create a personal visual schedule for the student and can be instrumental in minimizing many problem behaviors. Being able to anticipate transitions and changes in routine ahead of time can be a powerful emotional support for these students. Picture symbol cues may be posted in readable areas. The classroom environment itself should have clearly marked delineations between work and leisure areas.
- The teacher should use instructional goals in the daily routines of the student. This allows for multiple opportunities to practice newly acquired skills throughout the day. This is a technique that is often used in general education, especially with reading instruction. Often targeted goals can be infused in a variety of lessons by using thematic teaching, a teaching style that utilizes extended teaching units based on one central idea or theme. Some additional classroom planning may need to take place, but most effective teachers probably are using some form of integrated curriculum in their classroom even before they have a student with autism in their class.
- Forming strong connections with the parents of children with autism can be a very effective instructional support. Good parent-teacher relations are important for any student’s progress; however, it can be critical for students with autism in order for any meaningful generalization to transfer to the home and community environments. These students typically need a great deal of extra practice to master many academic and social skills, and the parents can be very useful as tutors in the home setting. The teacher should collaborate with the parents at every step, and the parents should be instrumental in choosing the goals and skills they would like to work on with their child. Support systems and activities should be as simple as possible to ensure their ready applications