This area includes how to deal with Sensory Sensitivities, Behavioral issues as well as Motor and Physical impairments.
The Behavioral Section is related to impairment is 'executive function' or Executive Control, such as timing and organization so often impaired in Autism. Activities of Daily Living (ADLs) will require a 'break down' of steps and students will need a structured visual schedule to help them /or with timing, regulation and being able to flexibly move from one task to another. Many teachers/parents may find that the impaired sense of time lies at the core of all of this but initiating and continuation of action may relate and there are many low and high tech devices that can help students start, follow through and complete tasks that help with both timing and the motor issues that can impair completion of tasks.
Sensory issues can be realized in a number of areas (eg., auditory, visual, taste, texture/touch and smell) in which students with autism can be either over or under sensitive.
Motor impairments can be related to either Speech (articulation, intonation, volume and recognition of speech sounds) or Gesture/movement (proprioception, initiating actions, follow-through and completion).