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.

  1. Keep it Structured- routines are important for students who require a predictable structure.

  2. Give Choices- usually 2 choices

  3. Rewards before Consequences- positive reinforcement = desired behaviour

  4. 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.

  5. Give breaks- incorporate breaks when you can to support self regulation, either in the classroom or an alternative location such as a learning centre.

  6. Reduce distractions- hard to filter out background noise / visual distractions

  7. 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.

  8. Transitions- give verbal warnings when changing between activities, use of timer, etc.

  9. Provide processing time- when asking questions or giving directions

  10. Teach with lists- ordering information

  11. Use of Assistive Technology

  12. Universal Design for Learning (UDL)- meeting the needs of all students

  13. Use of Social Narratives- to support social skills, social stories can help guide students through interactions with peers and rules.

  14. 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.

  15. Parents are the Experts- they know their child best and can provide valuable insight into communication, routines and triggers.


Professional Development

TEACCH Autism Program

https://teacch.com/trainings/

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