Implications+for+Teaching+and+Learning

When considering the different implications for teaching and learning it is important to remember that we are talking about Autism Spectrum Disorder, not an individual student. Depending on where students sit on the spectrum, different implications will apply. We have tried to group these into three general categories with tangable ideas to consider in the classroom.

=**__Creating a Learning Environment__**= > • providing warnings about upcoming transitions and changes > • providing daily and weekly schedules to increase predictability > • utilizing social scripts to encourage appropriate calming strategies or coping skills > • providing factual information regarding fear or anxiety arousing situations, e.g., what to do when lost > • establishing a calming area within the classroom. =__**Dealing with** **Differences and Fostering Healthy Relationships**__= =__**Creating a Plan**__= > • tolerating others in one’s work and play space > • imitating the actions and vocalizations of others > • engaging in parallel activities with others > • sharing materials > • taking turns within the context of a familiar activity > • using eye contact to initiate and maintain interactions. > -is clear and concise > -is consistent with students’ comprehension levels > -focuses their attention > -emphasizes the most relevant information.
 * In planning, consider student behavior and how the environment can help/hinder the function of those behaviors.
 * Instead of focusing on changing behavior, make environmental adaptations to decrease inappropriate behaviors and help students learn about appropriate alternatives.
 * Visual material should be incorporated in teaching.
 * Environment adaptations might include..
 * It is crucial to maintain structure within the environment.
 * Consider the different sensory experiances in the environment and how this might effect students with ASD. (see below...)
 * Practice behaviour in the environment where it is most likely to occur. (ex. dont make lunch the classroom, rather a kitchen area)
 * It is important to address anxiety and the factors that appear to contribute to it. Unpleasant sensory experiences can lead to over stimulation, shut downs or tantrums. To help students meet their need to escape this situations we can turn to self regulation activities.
 * Being aware of the different experiences of sensory stimulation and integration is an important part of understanding the behaviors of students with autism spectrum disorders for both teachers and fellow classmates.
 * Stress the importance and belief in zero tolerance for bullying.
 * In school settings, it is important that we educate students about what their peers are experiencing to create a positive and empathetic classroom environment. Children's books about Autism can be found on the educating peers page.
 * Encourage all students to take advantage of the visual cues in the classroom to create a community of learners.
 * Make full use of support staff and parents, you are not alone in the learning journey.
 * Make communication a goal of the class, practice social skills togher to reinforce these ideas.
 * The profile of cognitive skills is often uneven, regardless of the level of intelligence an effective program is one that is based on the unique combination of strengths and needs for the individual student. Some students may struggle comprehension, some may struggle language skills, other with numeracy. One commonality can be found in that students with autism are largely visual learns.
 * Students with autism spectrum disorders have difficulty learning social skills incidentally or by simple observation and participation. It is generally necessary to target specific skills for explicit instruction and provide support to encourage students to consistently use them. The following social skills are generally considered to be critical to social success and should be explicitly taught:
 * Students with an autism spectrum disorder often have extreme interests/fixations in particular areas. Help the student direct this fixation in a constructive way. Fixations can often be directed in many positive ways which increase a child's literacy development and communication/social skills. A fixation must be used to motivate a child. If a child is fixated on racecars, then racecars must be incorporated in teaching math.
 * Communication goals must emphasize the functional use of language in various settings.
 * Information and instructional activities presented to students should be provided in a format that:
 * Parents can provide valuable information about helping their children, and should be included in the planning process.
 * Plans should be focused on the process, not the product.
 * Teacher Support teams made up of a variety of professionals can be used to support students and set them up for success.

//Information sourced from the Saskatchewan Ministry of Health ([|Teaching Students with Autism]) and////Alberta Learning Special Programs Branch ([|Teaching Students with Autism Specturm Disorder])// media type="youtube" key="APY2akeZPLk" height="315" width="420" align="center"