Autism Spectrum Disorder is a complex and multi-layered neurological variation whose manifestations vary from person to person. These variations create challenges in determining how to teach children with autism. Although each child is an individual who responds to learning methods in different ways, there are a number of strategies that are generally applicable and help children with autism succeed in education. This strategy builds on the characteristics of autism, including differences in communication, social skills, behavior, and sensory problems.
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Part 1 of 4: Using Strategies to Help Communication
Step 1. Assume all children are competent
All autistic children are capable of learning. They just need to find a strategy in order to absorb the information well.
Accept that autistic children always have differences, and should not be evaluated on the same basis as their non-autistic peers. Children with autism should be evaluated based on their personal development and learning progress
Step 2. Speak in clear and precise language
Some autistic children have difficulty understanding sarcasm, idioms, puns, and jokes. When talking to an autistic child, use clear and specific language. Say what you mean when you want him to do something.
For example, don't say, "Maybe you should draw again," but say, "I want you to try this again."
Step 3. Avoid long commands or lectures
Children with autism will be confused because he has difficulty processing long sequences, especially word sequences. Give her extra time to process what you're saying because she may have a hard time processing what she hears.
- If the child can read, write down your instructions. Written instructions can help a child who is still learning.
- Give instructions in small steps, and use short sentences whenever possible.
Step 4. Use functional aids, if necessary
Some autistic children learn to communicate via sign language, pictures, or sound devices. If your child uses this form of communication, learn the system so you can use it effectively.
For example, print some photos of food. So, at mealtime, ask the child to point to what he wants
Step 5. Use the caption (closed caption, or CC) feature on your television
Texts can help children who can and cannot read.
- Children who cannot read will associate the words listed with the spoken words. In addition, children with autism sometimes have difficulty processing verbal words, especially from TV, and children who can read can see the words they hear.
- If your child has a favorite television show, record it with CC and include the show as part of a reading lesson.
Part 2 of 4: Using Strategies to Help Social and Behavioral Problems
Step 1. Use social interests to facilitate the learning process
Many autistic children are motivated by social interests more than anything else, and these interests can be used in teaching.
For example, if your child likes cars, use toy cars to teach geography by "driving" the car to the different provinces on the map
Step 2. Teach by example
Many autistic children have difficulty understanding emotions, motivations, and social cues that ordinary children can understand instinctively. He actually cares about other people's feelings, but doesn't always understand why people feel that way. Explaining social situations explicitly and clearly will help because usually autistic children are confused about understanding them.
- Many autistic children are able to interact well. They just need to be told the technique explicitly, not told to understand it themselves through observation.
- Preschool and kindergarten age children can learn simple tasks such as color differences, letter differences, or answering "yes" or "no" to simple questions by observing their non-autistic peers. When studying in groups, consider pairing an autistic child who has difficulty with a non-autistic child who excels in the relevant field. For example, if a child with autism has difficulty distinguishing colors, pair it with an ordinary child who is good at distinguishing colors. By observing his friend, he can imitate the expected behavior.
- Non-autistic children from grade 1 elementary to high school with good social skills can be trained to act as examples for their autistic friends, and demonstrate interactions such as eye contact, warm greetings, sharing ideas, advocating good change, speaking in a pleasant voice, and so on. -other. But first, make sure the child is interested and willing to help.
Step 3. Read stories to show what good manners look like in different situations
For example, read a calm story to a child who is sad and show pictures of frowning faces or tears as examples of sadness to help him understand emotions. Children can learn by remembering.
Some children with autism can be helped with a technique called "social storytelling," which is a short narrative that describes a social situation. Stories can be helpful because they provide examples of behavior in a variety of situations
Step 4. Create a predictable schedule
Most autistic children develop on a predictable schedule. So, being sure about what to expect from him on a daily basis will go a long way. If there is not enough structure, it will be overwhelmed.
- Install a clearly visible analog wall clock and post pictures that represent daily activities and when they should be done. Show the hour when you say an activity must be done. If he has difficulty reading analog clocks (because many children with autism do), buy a digital clock that can also be seen clearly.
- Picture schedules are also very useful.
Part 3 of 4: Using Strategies to Help Sensory Problems
Step 1. Determine the teaching area
This is important because autistic children usually have difficulty in different environments or messy spaces.
- Organize the teaching area into separate and distinct sections, such as toys, crafts, and clothing. Provide a quiet area for the child to rest if he is overwhelmed.
- Place physical clues on the floor to indicate specific areas, such as play mats, tape outside the reading area boundaries, etc.
Step 2. Observe the way the child learns by himself
In some cases, this involves certain objects, behaviors, or rituals, which support learning or memory. The shape is different for each child.
- Does the child have to walk to recite the alphabet? Should he hold the blanket to help him read? Whatever it is, let the child learn in his own way.
- Some autistic children use noise-canceling headphones or blankets with weights to calm themselves when they are overstimulated. Respect the child's need to use these tools.
Step 3. Accept if the child stimulates
Stimming is a term that refers to personal stimulation in the form of behavior, such as flapping or moving the hands, which is usually done by autistic people.
- Stimming is important to help autistic children concentrate and make them feel fine.
- Teach his friends to appreciate stimming, and do not tell autistic children to suppress the urge.
- Occasionally, an autistic child will seek stimulation by biting, hitting, or he will hurt himself or others. In this case, it's a good idea to talk to your special education coordinator to find out how to help autistic children use harmless substitute stimulation. Do not tell autistic children to stop stimming. It can make him sad or embarrassed.
Step 4. Understand that there must be a reason if an autistic child's reaction to a stimulus is considered strange by his friends
If he panics every time someone touches his head, it's probably because he feels sick (many autistic people have a very low pain threshold).
You need to explain to the other child that he doesn't act like that just to make his friends laugh, and that he doesn't like the stimulus. Autistic children usually fall victim to bullying unconsciously because other children find their reactions entertaining or annoying, and they don't know that this attitude has a negative effect
Part 4 of 4: Understanding the Law and Best Practices
Step 1. Know that every child has the right to education despite their limitations
Law No. 20 of 2003 stipulates special education for students who have difficulty following the learning process. However, autistic children who are able to attend regular education can attend public schools. In America, federal law requires public schools to provide free and accessible education to all individuals, as stated in the Individuals with Disabilities Education Act (IDEA, enacted in 1975) and the Americans with Disabilities Act (enacted in 1990). According to American education law:
- The law protects children who meet eligibility in one of thirteen areas, whose limitations negatively impact educational performance, and who require special education services as a result of their limitations. This includes autism spectrum disorders.
- Not only does the state provide free education to all individuals, but the education must also meet individual needs, which may differ from those of ordinary children (children who do not have a neurological diagnosis such as autism).
- All children who qualify for special education services must have an Individualized Education Plan (IEP), which describes what accommodations the child will need according to his/her diagnosis.
- Accommodations for children receiving special education services vary widely. Some children may just need extra time to take a test or use technology such as a laptop, while others need help, instruction, or curriculum modification.
Step 2. Respect the child's privacy by maintaining confidentiality
Teachers are responsible for accommodating special education plans for autistic children without discriminating them or disclosing the diagnosis to the whole class without permission.
- Education records for children with special needs usually include health diagnoses, treatments, and medications used. In America, this information is protected under IDEA. Thus, teachers there must be legally responsible for disclosing personal information without the child's parental consent.
- In general, a child's right to privacy is limited on a "need to know" basis. Teachers and staff (coaches, play supervisors, cafeteria staff, etc.) need to know the condition of children with autism so that they can identify communication skills, boundaries, interests, emotional outbursts, or other manifestations.
- If you are unsure of the confidentiality procedures, check with the special education coordinator. Consider holding a workshop so teachers can learn about the procedure.
- If you have to develop a policy on a classroom or school scale to protect a child with special needs (for example, not providing peanuts in the cafeteria if the child is allergic to peanuts), notify the families of all children and convey that the purpose of the policy is to protect students with special needs. However, do not mention the name of the child in question
- If one class finds out the diagnosis of autism from one of the students, all children including children with autism will be helped. However, for privacy reasons, teachers should not disclose these diagnoses to their students. Most proactive parents will take steps to discuss their child's autism. So, plan a meeting with parents at the start of the school year and let them know your class is open if they want to talk about it.
Step 3. Support "normal environment"
Students with certain disabilities are entitled to a "normal environment". That is, the educational environment must be as similar as possible to his friends who do not have limitations.
- The meaning of a normal environment varies from child to child, and in America, these terms are defined and written by a team of parents, medical professionals, and the special education department. The IEP is generally evaluated annually. So, the educational environment of children may change from time to time.
- In many cases, this means children with autism should study in regular classes, not special classes. This varies depending on the diagnosis and IEP, but in general, children with autism should be placed in regular classes as much as possible. This practice is called mainstreaming or inclusion.
- In this situation, the teacher is responsible for arranging accommodation for the autistic child in the classroom. Accommodation is usually specified in the IEP. However, experienced teachers with autism can also apply their own teaching strategies in ways that support the learning process of autistic children, while respecting the learning needs of other children.
Step 4. Individually evaluate approaches and interventions
In addition to special education plans, adaptations made for children with autism should be evaluated and implemented based on the needs of each child.
- Get to know children as individuals. Despite certain stereotypes, all autistic people are unique and have different needs. As a teacher, you should know your child's abilities in each area of education by assessing their current performance.
- By knowing your child's strengths and weaknesses, you can develop a plan for developing practical interventions. This applies to academics as well as social and communication skills.
Tips
- Don't touch it suddenly. For some autistic children, touch is sometimes very disturbing or even painful. If your child is very sensitive to touch, touch him only when absolutely necessary (when throwing a tantrum and putting yourself or others at risk, medical emergencies, etc.).
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Try to find fun and creative ways to teach. Examples of books that can be used as references are:
- For you: 1001 Great Ideas for Teaching & Raising Children with Autism or Asperger's, by Ellen Notbohm and Veronica Zysk. Introduction by (autistic person himself) Temple Grandin, Ph. D
- For kids: Everybody is Different, written and illustrated by Fiona Bleach.
- Don't shout at the child. Autistic children's hearing is usually very sensitive, and loud noises can cause physical pain and sensory suffering.
- Children with autism are very sensitive to the sensation of hugs and can make them tantrum, scream, hurt themselves, and others.
- Children with autism need at least five minutes of rest to calm down.
- Do not underestimate a child with autism because it can make him depressed in the future.
