How education and teachers can support students with ASD

According to a research, one out of 44 children are being properly diagnosed with autism. Now a days, enrollment in general education classrooms is increasing. But still due to the lack of sufficient instructions, teachers cannot provide enough information and guidelines. Even the best named teachers are not sure and they struggle about how to properly diagnose their students and make them aware through the training.

Here we are providing some of the necessary steps / course in order to increase acceptance and awareness and to help creating an inclusive environment in the whole general education class of autism.

  • First of all, not any two autistic people can be the same in behavior and actions. So, there are many types of autism, not only one.
  • Autism can affect learning but it is not a learning disability.
  • Autism is not the cause of behavior challenges that is present in front of teachers and class because behavior is a communication method that can be a biological cause such as sensory, discomfort and pain.
  • Anxiety is the common cause in autism but all anxiety is not always autism. Autism anxiety (that is a brain discomfort, fear and emotions) is always differ than general anxiety.
  • Read and review the list of class for any student with an Educational Plan. Read the documents carefully. 
  • If any understanding or concept is unclear or difficult to understand, notify parents and school administration as soon as possible.
  • Understanding (accommodations) are the rights, not privileges
  • If autistic children have additional supportive education staff, The general school teachers should work with them as a team.  This act conveys a powerful message to autistic child for acceptance of their surroundings and environment.
  • If any issue arises, do not try to be the very first to attempt the solution, make sure to inform administration and parents.
  • Autistic Children have sensory issues so make a comfortable classroom for them. That can enhance their ability to concentrate.
  • Use of buzzers and whistles and visual clues are the good ways to signify the stop/start or any related activities.
  • Try to dim or turn off very bright lights.
  • School policies should be in consideration to limit use of cologne, sprays and perfumes.
  • Make sure the student is flexible in participation of class activities.
  • Granting requirements should be consider in order to reward or punish for participations.
  • Using individual boards or washable pens/ markers for every student can be a very good idea in order to predict their creativity level and to judge how they are progressing and engaging in the classroom.
  • Be Careful in pairings when group works are required. A child with autism may be having anxiety in social communications and gatherings. It is better to have discussion and ask to the parents or previous teachers for having their input about the child.
  • The students with autism may feel overwhelmed and may do not having the skills to interact with other students or even with their mates. Be aware that if they are alone in break, recess and play times because they often have desire for interaction with others. 

This research is been collected from may of the specialists and the best teachers and administration from the schools of general for autism. For Further information, feel free to contact Brain Development & Social Interaction Team. 


Posted by: BD&SI Team