Teaching Children with Autism

Much of what is known about teaching children with autism was learned the hard way, through trial and error. Only recently have educational, psychiatric, and medical professionals even been able to diagnose it, and even now, they are often sharply divided on the proper treatment. This makes teaching children with autism a very challenging goal indeed – but it is entirely necessary. Early identification and intervention are important aspects of a child's education; the right approach can make a tremendous difference in their ability to function later in life.

There are many different methods of treatment developed to deal with the challenges of autism. These include:

• Applied Behavior Analysis
• Relationship Development Intervention
• Cognitive Skills Training
• Conversational and Pragmatic Language Therapy
• Reading Therapy
• Socialization Skill Development

Most of the time, more than one method is used and even those methods change and adapt as the child grows. New pedagogies are developed as more research is done, but because autism spectrum disorder has such a wide variety of symptoms and severity; it is difficult to know if one particular approach will work with one particular child.

No one is going to understand an autistic child's needs or behaviors better than those he or she lives with – parents, grandparents, brothers and sisters. However, while they can certainly identify behaviors and needs, their point of view is of necessity narrowly focused on that one particular child.

This is where the professionals – the teachers, occupational therapists, and medical personnel – come into play, with a lot of varied experience in teaching children with autism. They have a broad idea of the current and past research trends that have been used. In fact, some of the best research has come from autistic children themselves, grown up and giving feedback on what has or has not worked with them.

Dr. Temple Grandin has had autism all her life. At the age of 2 ½ she was put into a structured teaching school, and it enabled her to not only overcome many of the particular challenges of her own autism but also spark interest in careers for people with autism.

Her book Thinking in Pictures – and Other Reports from my Life with Autism contains many suggestions for educators and other team members responsible for teaching autistic children. From broad statements like "Many people with autism are visual thinkers," to things as specific as "…loud sounds like the school bell hurt my ears…" her accounts have proven a valuable resource for support teams.

Another very successful method has been the development of the "Structured Teaching" model, developed by the University of North Carolina. It consists of basically three primary components: physical classroom accomodations, visual schedules, and teaching method.

The environment plays a critical part in the way an autistic child learns, and by organizing it with a minimum of distractions and clearly delineated boundaries, the foundation for a learning experience can be built. Clear expectations developed through predictable placement of objects while using hands on projects, and structured learning environments are part of the process.

Uncertainty is a stress-inducing circumstance for autistic children, and having a clear visual indication of where they are in their day – what they've done, what they're doing right now, and what they're going to do next – can alleviate a great deal of this pressure. Using a "first…next" framework rather than a "if…then" reward system makes a much more secure flow to the day, aiding also in transitioning from one activity to another.

Consisting of two main parts, Work Systems and Visual Structure, the teaching method has the goal of addressing not only the academic needs but also activities for autistic children including tasks of daily living, socialization, and other needs as identified by the child's support team.

By clearly stating the task steps and the goal, as well as visually showing the student how much work is to be done, the autistic child can grasp the full scope of a task and accomplish it. An example is a visual chart showing a bead being strung on a thread, and then laying out the ten beads that the student should thread. What would not work in this method would be to give the child a thread, a box of beads, and then say, "Thread ten of them, then you're done!" This requires abstract thinking that is particularly difficult for autistic children.

These are only a few of the methods and requirements for teaching autistic children. Many support groups have formed both in real life and on the internet, and through the sharing of knowledge with families and professionals they are improving every day.

• 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

• Appropriate Toys for Autistic Children
• Learning Characteristics of Autism
• Equine Programs for Autistic Children
• Lesson Plans for Autistic Children
• Teaching Methods for Autistic Children