When classes start this fall, many teachers will encounter students with autism for the first time. What are the ABC’s of autism?

Listen Now:

or

continue reading

1. Assumptions. Autism is a VAST spectrum with uneven manifestations of abilities and disabilities. For example, we would naturally assume that a person who is very gifted at algebra and calculus understands that she will receive change when giving a clerk a twenty-dollar bill to pay for a $1.50 snack. Or that a person who was unable to speak will also be unable to understand conversations about history or chemistry. But that is not necessarily the case with autism. For example, a person can be very gifted academically while, at the same time, needing assistance with personal care issues. Or a person can be very articulate while at the same time being very limited in their ability to comprehend written language or to process what is being said to them.

2. Behavior. Sometimes traits that are inherent in autism make it appear that a student is being purposefully defiant or uncooperative. For example, some individuals with autism seem to be the same as their typical peers, but their autistic inflexibility may cause a major melt-down if a schedule changes or if someone leaves the classroom door open. One of my students refused to evacuate in a fire drill because he was so focused on his teacher’s direction, “Everyone must complete their math paper before doing anything else.”

3. Calm responses. We all tend to respond rather abruptly when students step out of line. Our friends with autism are constantly on edge at school because of all the words, sounds, smells, and sights swirling around them. And they tend to interpret words very literally. So, nagging and long lectures just complicate the problem. We tend to say things like this: “If I’ve told you once, I’ve told you a thousand times that you can’t bring your backpack into class. You should know by know that everyone hangs their backpack in their locker during the break. Look around you. None of the other students brought their backpack into class, so don’t bring your backpack into class again.” Even a person with autism who has very advanced receptive language will function better if a teacher calmly says, “Nathan, put your backpack in your locker every day, and bring your math book into class.”

These ABC’s have proven useful to many classroom teachers and paraprofessionals over the years. We welcome your ideas, as well as questions about specific situations that arise in the classroom. Just click on the comments button or send an e-mail to talk@FAQautism.com.

NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com

Possibly Related posts:

1. Getting Organized “I have this bad habit of just putting my papers...
2. Teacher Instructions Many youngsters with autism encounter difficulty in school because of...
3. Hitting and Biting, Part 1 Several teachers asked for ideas for dealing with individuals in...
4. Circle Time-Part 2 Part 1 of the Circle Time discussion outlined all aspects...
5. Circle Time-Part 1 A pre-school teacher of over a dozen young students with...