Accommodating students with autism in the classroom
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Accommodations and Supports for School-Age Students with ASD
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You atudents need to evaluate the boundaries to ensure they are meaningful for your students Hume, Minimising auditory and visual distractions Visual Distractions While a colourful and busy classroom may be appealing to many students, for those on the spectrum too much stimulation can be at best distracting and at worst, distressing.
Students with the Accommodating autism classroom in
While visual supports Accommmodating a very effective way of communicating key information to students with autism, information overload may slow down studentx even stop cognitive processing. Think about how much information needs to be on classroom walls or hanging from the ceiling. There may be ways to sutism displays so that it is out thhe sight for those most easily distracted Hume, Patterned furnishings or slatted blinds can capture the attention of tje with a fascination for wih or shape recognition, so be aware of floorings or ceilings that may distract. Windows, doors and reflective surfaces may also need to be covered, and students with light sensitivities should Accommodaitng seated away autismm bright windows.
Provide extremely clear, written instructions. Use concrete language. Do not banter or make sarcastic jokes, Accommodaying they will likely be taken literally. Experience marked impairment in multiple nonverbal behaviours e. Ensure that marking rubrics for oral presentations do not include expectation of eye contact, professional body language, poise, etc. For visual learners, a combination of literature, videos, pictures and charts relays the lesson information best. Auditory learners, on the other hand, often require an audio tape or recording of the written information for the lesson.
For children exhibiting difficulties with both visual or auditory learning styles, it is possible to provide tactile tools to convey the information provided with each lesson. Tactile tools may include flash cards, board games, pads for notetaking, computer games and craft projects. Therefore, sensory tools, or fidgets, can help relieve the resulting stress and improve focus for autistic children as they attempt to learn in a busy classroom environment. The fidgets allow these kids to self-regulate their emotions and keep themselves on task when distractions compete for their attention.
A teacher or parent may need to assist the child in coming up with a good organization system for the computer. Extra Time: Students with ASD may need longer to accomplish certain tasks than their typically developing peers need. Some students with ASD are dismissed from each class a few minutes early so they can navigate the hallways when they are not so congested. The benefits of early dismissal need to be weighed against the loss of time in the classroom — particularly if the teacher tends to make or explain assignments at the end of class. Organizational Support: Students with ASD can confront a number of organizational challenges at school.
These can relate to losing or forgetting things such as losing homework or papers, forgetting to turn things in, not knowing what homework is assigned, coming to class without needed books or supplies, and forgetting permission slips, lunch money, or gym clothes. Organizational challenges may also relate to organization of thought as required in writing a paper or figuring out order of operations in a math problem.
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Checklists, studwnts systems, color-coded class materials, daily binder checks, assignment notebooks, visual prompts, electronic reminders, and graphic organizers can be Accommodtaing to help, if the student is taught how to use them. Give time for Acclmmodating new system to be learned and become routine before Accommidating its effectiveness and trying a new strategy. With a proper diagnosis, individualized early intervention and careful transition planning, college students with an autism spectrum diagnosis, will be better studente to advocate for themselves. At the same time college professors and other staff at post-secondary colleges and universities need to be prepared for students on the spectrum who are seeking to be a part of these institutions in greater and greater numbers.
These students must be given reasonable accommodations to provide an equal opportunity for pursuing a college education. Many great minds and opportunities for society could be lost if individuals on the autism spectrum are not supported in their post-secondary academic pursuits. Quick Overview Note: Indiana residents can contact Marci Wheeler at mwheeler indiana. With Special Thanks to the members of the Students on the Spectrum Club at Indiana University — Bloomington for sharing their insights as they navigate the college setting. Resources ASAN: The Autistic-Self Advocac Network. A handbook on self advocacy written for autistic students from autistic adults.
Washington, D. Autistic Self Advocacy Network. Also available online at http: Attwood, T.
Jessica Kingsley Publishers. Brown, J. The parent's guide to college for students on the autism spectrum. Shawnee Mission, KS: AAPC Publishing.
In the classroom In the classroom Each autistic child and young person has individual needs and abilities. Ahtism, we look at the challenges they may face and informal ways you can help. We also talk about how they can benefit from more formal frameworks and strategies. You can read more about recognising autism and planning the right support.