Overwhelming or uncomfortable situations, for instance a new setting, may
cause a child with Autism to revert to repetitive movements, such as rocking.
Below are various strategies specific to a classroom environment to help
increase the participation of children with Autism.
A classroom setting can be intimating for some students because it is a new,
unfamiliar place and is different than their home environment. Picture the
first day of school, as you walk to the school yard there are dozens of
children running all over the place. Once you walk into your classroom, you see
tables, chairs, materials, books, etc. Even typically developing children get
scared and anxious. The role of the teacher is to find ways to ease the
anxiety. Participation within the classroom builds a community of learners,
that are constantly interacting and exploring. Creating a comfortable and safe
learning environment encourages children to participate in conversations and
activities. A few simple strategies teachers can use to promote more
participation from children with Autism are having a set daily schedule,
reducing distractions, and asking simple questions.
Children with Autism are more successful in predictable situations. An easy
way to accommodate this need into the classroom is by creating a written or
visual schedule of the daily routine and hanging it either on the board or the
wall. This is beneficial for the other children as well as the staff. The teachers
may need a reminder of what is coming up next and can use the written schedule
as a tool. Students would be able to refer back to the schedule to anticipate
or prepare for the next activity. Children with Autism have a difficult time
adapting and coping with change. Less surprises equals happy environment.
A large quantity of too much
stimulation causes children with Autism to become anxious and lose focus.
The reduction of certain distractions is
another strategy that can be applied to the classroom setting. For example, materials
could be stored away in cabinets rather than visibly piled up in bins. Display
a few pieces of art work at a time, making the walls appear less cluttered. Dimming
of lights is another helpful tip; children with Autism tend to fixate on bright
lights.
Eliminating as much visual
stimulation as possible will help the child’s processing and focusing
abilities.
Keeping it simple is the best rule of thumb when working with children with
Autism. They have difficulty with comprehending a lot of information at once.
Asking simple questions with options, gives the student the opportunity to participate
without feeling overwhelmed. It is important for the child to understand you,
so while asking questions use familiar vocabulary and encourage eye contact.
All the strategies listed above can also be applied to the home setting.
This will create a consistency between home and school, making it easier for
the student to adapt and feel more comfortable.
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