How to Teach Autistic Children

Figuring out how to teach autistic children has been a growing challenge for educators, families, and health professionals. autism spectrum disorder is immensely complex, with many layers of symptoms that can differ widely in both how they display and how they are treated from patient to patient. Some lessons have been learned, however, and can be a start in figuring how to teach autistic children more effectively.

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One of the most important factors in teaching autistic children is that no one teacher is alone, whether that teacher is a loving mother, a dedicated teacher, a knowledgeable therapist, or a friendly peer. All of them come together both formally in IEP sessions and more informally just in each other's company, sharing support and experiences. Since autism can vary widely from child to child, this communication between care providers is essential in developing a methodology of treatment for the autistic child.

There are many different approaches to treating autism – from applied behavioral analysis (ABA) to alternative autism therapies to diet-based regimens. Many people feel very strongly about one or several, and often may disagree about the efficacy of the others. What is most important though is that all people remember what they do have in common – the welfare and education of the child. Starting from that shared goal, a united approach to teaching and treatment can be developed.

It can't be stressed enough – all children, with or without autism, are different. They will respond differently to different teaching techniques. However, here are some strategies that have worked in many classes with autistic children:

One relatively common aspect of autism is difficulty adjusting to changes in environment or chaotic systems. A classroom with clearly-defined areas for activities and toys – for example, a block area delineated by a taped-off square, or using small rugs to let children set out where their own play space begins and ends can help make a child feel more comfortable in the learning environment.

Along with the regulated space, having a clear idea of what their schedule in the classroom will be can be a great strategy for helping the children know what to expect. Some of the frustration with many children with Asperger's, for example, is in an inability to handle abstract cues. If they are hungry, for example, saying, "We'll have lunch later," is probably too imprecise a concept to ease their anxiety. "We'll have lunch at twelve," is not really much better, as "twelve" is an abstract concept of time that relies on another symbol (a clock) to give it meaning.

A better strategy would be having a large analog clock in the classroom, easily visible, and a series of visual symbols and images for the day's activities – books for reading time, food for lunch time – next to clock dials showing what time each activity will happen. This way, at any given time the child can put their current activity into perspective – knowing what happened before, and what is coming next, with a clear marker as to when things will change.

Many children who have ASD are completely capable of learning as well, if not better, than children without if they are only given the freedom to find their own lesson plans for autistic children. For some this is squeezing a ball while studying vocabulary, or walking around their desk while doing math. While experienced teachers can sometimes suggest ways that the child can find learning strategies, more often than not it is the children themselves who discover it, with the teachers and families supporting by observing what seems to work and then giving them the freedom to work in that way.

Another difficulty that children with autism have in learning environment is difficulty catching on to social cues of emotion and intent. This can make some of their peers feel they are cruel or uncaring when in actuality it is simply a failure to communicate. By using stories and example to model behavior, autistic children can learn by rote what comes to their peers by instinct. Other children can also be enlisted to help this modeling behavior, which also helps them become more invested in the education of the child with ASD.

As more and more research is done on autism, better and better ways of educating the children suffering from it are being developed. The most important thing to remember is that the child is a human being, with a different set of skills and abilities than most, but no less valuable for that. .

• Preschool Activities for Autistic Children
• Possible Causes of Autism
• Tips for Raising Kids with Autism
• What Is Your Autism Empathy Rating?

• Lesson Plans for Autistic Children
• Adult Autism Symptoms
• Social Skills Activities for Kids with Autism
• Speech Therapy Ideas for Autistic Children
• Famous Autistic People

• Main Page
• Inclusion for Autistic Middle School Students
• Tips for Working with Autistic Children
• Learning Characteristics of Autism
• Working with Autistic Children