- Choose or make materials with clear, visual completion criteria.
Example: a file folder game where a student must match each piece to one corresponding space in the folder (here are some examples), or a task where students move work to do from a “Work to Do” box to and “All Done” box (here are some examples).
- Tasks that have visually clear instructions. This goes along with the first idea, but is also important to consider, since children with autism are often visual learners. Here’s an example of a sorting task:
- Provide students with visual aids for lectures. For example, if students are studying ancient Rome, a student with autism could be provided with photos of the building or artwork of the time to look at during a lecture to help stay focused. Some websites (such as EnchantedLearning.com) also have coloring pages about different educational topics that could be used for students to either color or take notes on during a lecture.
- Prepare students for transitions. Give a five minute and one minute warning before a change of activities (this can be a verbal reminder or a timer, such as those available from Different Roads to Learning or Super Duper Publications). Provide the student with a consistent transition activity, such as singing a "clean-up" song and inform the student what will be happening next.
- Use the student’s interests in lesson planning. When making worksheets, clip art placed on the worksheet of something a student is interested in can make the work more fun. You can also create projects around a student’s interests. For example, if a student loves trains, you can do math and science activities that relate to trains.
- Use clear, concise language. Many students with autism have challenges with understanding language. Using simple, easy-to-understand directions and instructions can be very helpful. For example, you might say, “Cut the line,” or even just “cut line,” instead of “the first thing that you do on the project is to take your scissors and cut along this line on your paper.” Accompanying your directions with pictures or other visuals of what you would like the student to do is also helpful.
- Modeling: in addition to having a visual of a finished project that your students will make, it may be helpful to model the completion of the steps. I will complete the first problem on a student's worksheet or workbook and say out loud what I am doing, while the student watches. Other examples are cutting out the first picture on a cutting sheet, demonstrating the use of manipulatives, etc.
- Incorporate the strengths of students with autism in your lessons. Students with autism often have strengths in visual memory, computer skills, art, or making and identifying patterns. Keep these in mind, as well as the strengths that you observe in your individual students, and plan lessons that allow the students to use these areas of strength.
- If a student has difficulty with handwriting, for some assignments, allow alternative ways to respond. Examples include typing on a computer, having a teacher or peer write as the student speaks, having students circle a correct answer instead of writing it, and allowing a student to glue small printed words on a worksheet instead of writing.
- Reinforce positive behavior. Students enjoy being recognized for a job well done. Verbal praise, a token or point, a fun activity, etc. can all be used to reward a student for their positive behavior. This is particularly important for students with autism, as it lets them know what they are supposed to be doing.
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