Teaching Students with Autism Spectrum Disorder (ASD)

Learning Objectives:

At the end of this lesson, students should be able to:

• Define Autism and how it can sometimes look in students

• Identify teaching objectives for teaching students with ASD and the responsibilities as an Educator.

• Identify enriching activities that are beneficial to students with ASD.

"What is Autism and why is it so important that it defined as a Spectrum?"

ASD, or Autism Spectrum disorder is defined by the CDC as “a group of developmental disabilities that can cause significant social, communication and behavioral challenges” (CDC, 2020). For example, students with autism might struggle with eye contact, social cues, certain environments, or being able to read body language. It is vital to know that it is a spectrum because as an educator, autism will be present in different forms in your students with ASD. Just like every child is different, so is every child with ASD. One in about 55 children are diagnosed with autism, and it is more commonly diagnosed in boys than in girls. Boys are currently being diagnosed 5 times more than girls, which often is caused by misdiagnosis in young girls because they typically don’t have as many “defining traits” of autism as young boys do. (Anon. MGH, 2019). Knowing how to teach students with ASD is important because as Educators, we want to be able to reach as many students, in the way they need, as possible. Arguably the most important common thread of students with autism is a greater focus on social skills needed, that is often not needed in nuerotypical classrooms.

“What are some activities I could use in my classroom that are beneficial to students with ASD?”

There are many activities that are enriching and beneficial for students with ASD. In elementary school, many teachers love to read their students stories, especially during Circle Time. SEL books, or Social Emotional Learning books, are great tools for students with Autism because it not only helps reading and listening skills, but works on social skills as well (Anon, Waterford, 2019). Books like The Giving Tree by Shel Silvestein teach students about caring for others, forgiveness, and kindness. Teaching social skills can be combined with teaching literacy skills. Waterford, a nonprofit organization for equal education, promotes sensory activities for young children with ASD because it helps “ground them in the present”, this can be anything that involves the senses like clay, finger painting, or playing outside. Many students benefit from having their own fidget toys in class to help them focus. (Anon, Waterford, 2019). One Scholastic article suggests having sensory breaks between activities that aren’t based on integrating sensory, this could be like letting the students bounce on a yoga ball for a couple minutes every few hours to help settle their brains. (Anon, Scholastic, 2021). Having creative projects for students with ASD helps them to express themselves, so it is important to have activities that include the student’s personal interests. This could be making comics, role paying social scenarios about activities they love, or painting their favorite things. Leaning into the students’ interests can engage them with the world around them and interact with their peers.

Reflection & Conclusion

The most important aspect to take away from education is, every child is precious and deserves an education that is beneficial and cares for them. Students on the Autism Spectrum should receive extra attention in Social and Emotional skills, and teachers should be aware of the environment and style of their teaching. The most memorable and most crucial quote that my research has provided me is to remember to “Treat them as children first” (Anon. Scholastic, 2021). Students with ASD need patience and adaptability. Classrooms with students with autism have more drastic level differences than general education classrooms, which can be challenging for teachers to help all the students out where they are (Baker, Rivera, Devine, Mason, 2018). Teach because you are called to, because you care for the students.