For Educators
Video demonstrating a possible sensory experience of an autistic individual.
What is Autism?
Autism Spectrum Disorder (ASD) is a neuro-developmental difference that affects an individual's social, communication and behavior. Individuals with autism do not look any different but may communicate, interact, behave, and learn in different ways. An individuals learning, thinking, and problem-solving abilities with ASD can range depending on the rating from level 1, 2, or 3 according to the DSM V.
Multi-Tiered System of Support
Tier 1- Universal
Sensory Functioning & Self Regulation Supports
Modify classroom environments to accommodate sensory sensitivities and prevent sensory overload
Create and promote the use of a break area that contains calming materials and self regulation
Utilize whole class movement activities throughout the day
Make sensory tools available, as appropriate (e.g. noise cancelling headphones, fidgets, etc.
Use classroom relaxation activities throughout the day
Behavioural Supports
Display daily classroom schedule and reference frequently
Organize classroom to minimize visual distraction
Use visual supports and concrete examples to supplement verbal directions
Provide opportunities for students to make choices throughout the day
Incorporate student strengths & interests into learning activities
Tell students what to do rather than what not to do
Use clear, concise, concrete language to clarify expectations.
Anticipate upcoming preferred activities (“looking forward to” approach)
Highlight upcoming activities/transitions/expectations
Use class wide visual timers for transitions and activities to indicate activity duration
Implement class wide behavioural expectations that are taught and reviewed regularly
Social Supports
Use strategies and supports that foster a classroom community/team
Foster social engagement (e.g. revisiting shared memories)
Provide students with extra time to process and respond to language in social situations
Use self-talk to model Social Thinking® (Winner, 2005), language, and problem-solving
Lead whole class/small groups in role playing new/difficult situations
Social narratives and/or cartooning to support students and highlight the social aspects of a situation
Academic/Curriculum Supports
Use mini-lesson structure for academic lesson (clear teaching point, modelling, facilitated guided practise, allow independent practise, then reconvening for a share after independent/group work)
Preview new, challenging material and/or content prior to instruction
Use flexible small groups with clearly defined roles
Incorporate Universal Design for Learning (UDL)
Use a variety of visuals to clarify lesson, individual, and group work expectations/academic concepts
Use manipulatives across lessons, whenever relevant, to clarify concepts and increase engagement
Provide supports to facilitate students’ asking for help
Utilize timers for independent work time
Provide clear expectations for what students should do when they are finished
Tier 2- Focused
Individualized visual schedule and/or work space
Individual sensory tools as directed by OT (e.g. Move n’ Sit Cushions, pencil grips, figids)
Social narrative strategies to support student specific
Use 1:1 or small group role play, video modelling, reflection for new/difficult situations
Use individualized behaviour reinforcement system
Positive behavioural interventions (self reg strategies- breaks, deep pressure, movement, etc.)
Documented adaptations, if applicable
Modelling specific intervention strategies (i.e. STAR, work system, etc.)
Tier 3- Intensive
More specific individualized visual schedule (e.g. incorporating sensory based strategies throughout the day)
Provide frequently scheduled teacher supported break times throughout the day
Implement more intensive reinforcement system requiring frequent teacher monitoring
Preview and provide 1:1 support during challenging social environments
Provide intensive, 1:1 support during lessons, activities, and tasks (e.g. Structured TEACCH®ing)
Development and/or implementation of individualized student programming based on students, challenges, and interests
Adapted from Everyday Classroom Strategies and Practices for Supporting Children with Autism Spectrum Disorders (Bleiweiss, Hough, & Cohen, 2013)
Capitalizing on strengths and interests can tap into students’ motivation and learning style
(Bleiweiss, Hough, & Cohen, 2013)
Looking for supports? Check out the Shared Drive below or contact your Austism Services Team.
Strengths Based Focus
Visual memory
Rote memory
Procedural memory
Acquiring and retaining factual information
Visual learners (think in pictures, learn from what they see)
Attention (ability to focus on details)
Very high level of motivation in topics and activities that are of interest
Ability to see the world from a different perspective and so bring a different insight
Innovative approach to problem solving
Tendency to be honest and non-judgemental
Unique sense of humour
Passionate about hobbies and interests
Autistic learners might:
not look at objects when another person points at them
have trouble relating to others
avoid eye contact
have trouble talking about their own feelings
appear to be unaware when people talk to them, but respond to other sounds
be very interested in people, but not know how to talk, play, or relate to them
repeat or echo words or phrases said to them, or repeat words or phrases in place of language
have trouble expressing their needs using typical words or motions
repeat actions over and over again
have trouble adapting when a routine changes
have hyper or hypo sensitivities to smells, tastes, textures or sounds
Classroom Strategies- Best Practices
Create a welcoming and safe environment in which ALL children are celebrated.
Keep it Structured- routines are important for students who require a predictable structure.
Give Choices- usually 2 choices
Rewards before Consequences- positive reinforcement = desired behaviour
Use visuals/schedules- A picture speaks a thousand words! Using visuals can help students in a wide range of areas—from understanding rules to explaining social situations.
Give breaks- incorporate breaks when you can to support self regulation, either in the classroom or an alternative location such as a learning centre.
Reduce distractions- hard to filter out background noise / visual distractions
Use concrete language- keep language simple and concrete (avoid sarcasm and idioms), nonverbal cues and gestures like facial expressions can be missed. Use direct language to communicate exactly what you want students to do.
Transitions- give verbal warnings when changing between activities, use of timer, etc.
Provide processing time- when asking questions or giving directions
Teach with lists- ordering information
Use of Assistive Technology
Universal Design for Learning (UDL)- meeting the needs of all students
Use of Social Narratives- to support social skills, social stories can help guide students through interactions with peers and rules.
Integrate Sensory Activities- sensory concerns may be addressed within the classroom such as using different forms of light (rather than buzzing overhead lights), alternate seating options or weighted lap pads, fidgets.
Parents are the Experts- they know their child best and can provide valuable insight into communication, routines and triggers.
Professional Development
TEACCH Autism Program
Autism Awareness Centre Inc. https://autismawarenesscentre.com/shop/conferences-training/
Social Thinking
https://www.socialthinking.com/online-training/livestream-event
Interoception
https://www.kelly-mahler.com/what-is-interoception/
STAR Autism Support
https://starautismsupport.com/training
APSEA Autism in Education ASD Online Course
Offered in Spring & Fall each school year
Funded through DEECD
Course Date: TBD for 2022-2023
Meet our SSRCE Autism Team
Autism Services
2021-2022
Autism Services within SSRCE consists of two Autism Specialist Teachers, Transition Facilitator, ASD Early Intervention Communications Specialist and a Consultant for Autism, Complex Cases, Learning Centres. As a team we provide direct and indirect support to students, staff, and families from Primary to Grade 12.
Referral for Autism Services
Referrals can come from a variety of sources including Classroom Teacher, Administration, Resource / Learning Centre teacher, Teaching Support Team (TST), Student Planning Team (SPT), etc.
Referrals are sent via email to Denise Burgess (dburgess@ssrce.ca) or 902-930-3828. After the referral has been submitted, Denise will connect one of the team members to the school team.
Role of the Autism Specialist Teacher
In schools directly working with Student Planning Teams (SPT) in the areas of curricular assessment, programming, teaching strategies, and transitioning for students with ASD.
To attend and support at Teaching Support Teams (TST), as requested
To collaborate with Student Planning Teams in the development, implementation, and monitoring of individualized program plans /integrated support plans/lesson plans/etc.
To model and support the implementation of evidence based programs such as TEACCH, STAR, TTAP, PECS, etc.
To work directly in supporting Classroom & Learning Support Teacher(s) with systems/structures by modeling the use of these teaching strategies
To provide recommendations of best practices/programs as a result of observing a student within their school environment
To support implementation of evidence-based programming at Tier 1, 2, and 3.
To support Transition Classroom programs
Role of the Transition Facilitator
Support school teams with structures/systems (for specific students, within different environments, etc.)
Once created, model the use of systems/structures, when applicable
Provide examples of Work Systems, Social Stories, Structures, etc.
Support key transitions from preschool, grade to grade, school to school, and school to community
Attend transition meetings, when applicable
Visit preschools and/or pre-primary for observations, if needed
Role of the ASD Early Intervention Communication Specialist (Speech Language Pathologist)
To offer focused support for grade primary and grade 1 students diagnosed with ASD who have language, communication, and social skill challenges who are transitioning into school
To participate in Student Planning Team (SPT) and/or Teaching Support Teams (TST) to assist in problem solving and program planning for students with ASD and/or complex cases with a focus on communication.
To provide support to teachers and Teaching Support Teams in the development and implementation of communication programming and specific teaching strategies for identified students.
To contribute to the assessment and individualized program planning process with school staff and families to maximize learning experiences for students with ASD
To support implementation of evidence-based programming at Tier 1, 2, and 3
To provide formal assessments when necessary as requested through the TST
Role of the Consultant for Autism, Complex Cases, & Learning Centres
To participate in Student Planning Team (SPT) and/or Teaching Support Team (TST) to assist in problem solving and program planning for students with ASD and/or complex cases
To assist with developing and implementing of intervention strategies and support consistent with the student’s profile
To support implementation of evidence-based programming at Tier 1, 2, and 3
To collaborate in the development and implementation of Individual Program Plans, Documented Adaptations, and Integrated Support Plans (ISP), as requested
Responsible in managing ASD resources and facilitate training through the SSRCE Autism Centre
Responsible for overseeing the implementation of the provincial autism initiatives including TEACCH, STAR, TTAP and other programs and/or strategies
To coordinate professional development opportunities to support students with special needs (including on-site coaching to resource teachers as required)
To facilitate in-service sessions and PD opportunities for all staff including administrators, teachers, LSTs, and teacher assistants
*If your unsure, always email to see how we might be able to support- the above are just a few examples of support*
SSRCE Autism Team
Jane Calway and Amy Whynot
Autism Specialist Teachers
Janessa Allison (SLP)
ASD Early Intervention Communication Specialist
Kelli Nauss
Transition Facilitator
Denise Burgess
Consultant for Autism, Complex Cases, & Learning Centres