children with autism3

How To Teach Children With Autism?

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    One in 68 children is born with autism, a neurological disorder that impacts communication and social interaction. For parents and teachers of these children, knowing how to help best them learn and grow can be challenging. Fortunately, many strategies can make the process easier. This blog post will explore some of the most effective methods for teaching children with autism. Stay tuned for more great tips!

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    Tips For Teaching Students With Autism

    Avoid Sensory Overload. Students who have autism may find that a variety of unexpected things are very distracting. Students who have autism may have trouble concentrating on their work because of distractions such as the fluorescent lighting, odours, and noises caused by other students. If you want your classroom to have a more relaxing atmosphere, using colours that are cool and calm can help. It is best not to cover the walls with an excessive number of posters or other things to look at. Some students could even benefit from their centre, which allows them to spend time away from potential distractions in a quiet environment.

    Use Visuals. Visuals can be used as reminders to students about the rules of the classroom, where certain things belong, and the resources that are available to them. Students who have autism will understand the material much better if it is demonstrated through modelling and the use of pictures.

    Be Predictable. If you have ever worked as a substitute teacher, you are aware of the unspoken anxiety that comes with working with a different class (and possibly even at a different school) on a daily basis. Predictability in the classroom reduces anxiety for students with autism and makes it easier for teachers to stay focused on their lessons. Students are able to concentrate more intently on the tasks at hand because they are less concerned or curious about what will happen next. Provide your student with a schedule that they are able to adhere to. In the event that there are any unexpected changes, this presents an excellent opportunity to demonstrate how to respond appropriately to changes.

    Keep Language Concrete. Do any of you young people who were raised in the '90s have fond memories of the show "Bobby's World" starring Howie Mandell? Bobby frequently overheard adults using figurative language, and his mind would wander to all sorts of ludicrous scenarios in an attempt to make sense of what he thought they meant. A significant number of people with autism have difficulty comprehending figurative language and interpreting it in terms that are very concrete. As a result, this presents an excellent opportunity to educate students about figurative language and the connotations that lie beneath the surface of certain words.

    Directly Teach Social Skills. It's possible that some people with autism won't be able to find their way around the hidden curriculum. There are some things that might require direct instruction (like analogies). Set a good example for appropriate social skills, and talk about how the way we act can affect how others feel. The Social Thinking curriculum is an excellent choice for teaching children about social skills through the use of picture books, such as "You Are a Social Detective."

    Treat Students As Individuals. When working in a classroom with any special learners, it is of the utmost importance to demonstrate patience, understanding, and respect for those students. I'm sure this goes without saying, but I'm going to say it anyway. Celebrate their accomplishments, and try not to stress out if some of the accommodations don't fit in with what you are accustomed to seeing in the classroom. It is important to keep in mind that some of these suggestions may prove to be extremely beneficial for certain students, while other students might not require the same level of consideration. Autism's symptoms can vary greatly from person to person.

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    These Strategies Apply To Both The Classroom And Home Environments.

    People who have severe autism often struggle with sequencing events in the correct order. They do not always understand what is being communicated to them when it is broken down into a series of steps, even though the task is broken down into steps. An occupational therapist was able to teach a nonverbal autistic child how to use a playground slide by physically guiding the child through the process of climbing the ladder and going down the slide. This allowed the child to learn how to use the slide independently. It is imperative that he be instructed in it through the use of his sense of touch as well as his motor skills rather than being shown it visually. The act of lacing up one's shoes is another skill that can be taught. The trainer needs to put her hands on top of the child's hands, and then have the child move his hands over his foot. The child will be able to get a better sense of the structure of his foot as well as feel the contours of his foot thanks to this activity. The following step is to examine a shoe's interior as well as its exterior in order to determine whether or not it has a slip-on closure. After guiding the child's hands to the shoe with the help of the hand-over-hand method, the instructor places the shoe on the child's foot. The process of putting the shoe on the child is finished now that this step has been taken. Because of this, the child is able to go through the complete motion of putting his shoe on by himself.

    A Common Issue Is Being Picky About What You Eat. In certain instances, the child may develop an unhealthy preoccupation with a particular characteristic that is unique to a certain food. Hilde de Clerq made the interesting discovery that one child would only eat Chiquita bananas because he was fixated on the labels. Customers responded positively to the addition of Chiquita labels to other fruits, such as apples and oranges, and bought more of those products as a result. You might find it interesting to conduct an experiment in which you put different but analogous foods in the same box as your favourite cereal or another type of food packaging. Another mother found commercial success by making her own hamburger patties, placing them in hamburger buns made without wheat, and selling them under the McDonald's brand.

    When it comes to autism, structure and routine are the two most important factors. Maintain the same routine you have every day, making only minor adjustments to account for significant occurrences in your life. When something like this happens, you need to make sure that the child's planner has a special picture in it that depicts the activities that took place that day.

    Create a setting that is devoid of factors that could potentially stimulate activity:

    If you want to assist the autistic child in concentrating on what you are saying, it is in your best interest to refrain from playing loud background music.

    b. Minimize or eliminate stress altogether, as children with autism are acutely sensitive to the feelings of those in their immediate environment. If you're feeling overwhelmed by stress, for example, you should leave the classroom and engage in something relaxing until you feel better. This should be done until you feel like you can concentrate again.

    c. When you participate in a conversation with the rest of the class, keep your voice low and clear. Students with autism spectrum disorder have a greater propensity to become easily agitated and confused when someone speaks at an excessively loud volume.

    d. Some autistic people find fluorescent lights distracting because they are able to see the flickering caused by electricity operating at 60 cycles per second. In order to mitigate the intensity of this effect:

    If it is at all possible, position the child's desk so that it is close to a window. If this is not an option, fluorescent lighting should be avoided entirely.

    If you absolutely have to turn the lights on, select the most recent bulbs you have in your possession because the older ones flicker more than the newer ones.

    You also have the choice of putting a lamp with an old-fashioned incandescent light bulb in it next to the workstation that the child will be using.

    e. Instead of sitting around a table during a class demonstration or during morning and evening meetings as they normally would, have the students stand instead. This can also be done during other meetings. As a result of the fact that many autistic students have a tendency to rock back and forth, standing allows them to continue those movements while still paying attention to the teacher.

    When giving verbal instructions, be brief and get right to the point.

    because it might be difficult for an autistic student to remember everything that happened in order from beginning to end. Write the directions down on a piece of paper and keep it nearby rather than trying to remember them.

    This seemingly insignificant act is significant; for instance, think about this person who has autism:

    "I am unable to remember sequences. To give you an example, if I were to ask for directions at a gas station, I would only remember the first three steps. For this reason, it is essential to write down any instructions that consist of more than three separate steps."

    When working on projects, it is helpful to engage in motions that are repetitive. In the majority of classrooms that serve students with autism, for example, there is a specific area set aside for pupils to carry out workbox responsibilities such as putting away erasers and pencils. When a child's day is broken down into predictable steps, it can be beneficial for that child to have autism.

    Visual learners will benefit from the use of signs, pictures, and demonstrations.

    Take for instance the following:

    a You can make use of a toy aeroplane to display cards that have the words "up" and "down" on them, which will assist children in learning how to move up and down. When the plane takes off, the card that says "up" is attached, and when the plane lands, the card that says "down" is attached. When the plane is in the air, both cards are attached.

    b. Use a wooden apple that has been cut into four pieces and a wooden pear that has been split down the middle to help students with autism better understand the concepts of quarters and halves.

    "When I concentrate, I can see certain things. My thoughts are devoid of any linguistic content. My entire train of thought plays out in my head like a series of videotapes whenever I think about something. Visual expression is the primary channel through which I communicate."

    The hyperfocus that many autistic children have on a single topic, such as trains or maps, allows them to use that interest to motivate them to do well in school. A youngster who is interested in trains, for instance, might try to calculate how long it would take for a train to travel from New York to Washington if it were to make that trip. You have just finished solving a mathematical problem, so please accept my congratulations on your achievement.

    When there are fewer options available, it is much simpler for an autistic child to make a decision. If you are going to ask a student to choose a colour, for example, you should only present them with a choice between three different possibilities.

    In order to help students improve their social skills, try setting up a few structured one-on-one conversations between students.

    Keep in mind that autistic children are unable to correctly interpret body language and touch, so it is best to avoid making too much physical contact with them.

    The true experts on their autistic children are the children's parents and/or primary caregivers.

    As a result, educators ought to collaborate and exchange information in order to provide the student with comprehensive support both inside and outside of the classroom. For instance, you could compare notes on interventions that have been successful at home and in school, and then integrate those strategies as appropriate.

    Children who have autism frequently struggle when it comes to being taught to generalise.

    It is necessary for T to be taught in a variety of settings. If the lesson is only given in one location, the child might get the impression that the regulation only applies in that particular setting.

    Last but not least, Dear Teacher, We Will Never Forget You.

    Teaching students who have autism can be challenging even when you follow all of the best practises, which is why it is essential to foster a resilient mindset.

    Establish A Structured Environment – Children with autism benefit from having a routine that includes distinct structures and minimal deviations from their anticipated schedule. This helps these children feel more at ease. Therefore, please make sure that the learning environment and the lesson plans are structured in such a way that they tell both the students and the educators what is to be done, how long it needs to be completed, and what comes next.

    Facilitate Easier Communication Educators who work with students who have autism spectrum disorder (ASD) employ a wide variety of communication strategies. For autistic children who have limited speech abilities, some learning centres use sign language as a means of communication. Another method that could potentially help them learn more effectively is called facilitated communication. You take the child's hand or arm in yours and encourage them to press the correct button on any portable communication devices they may be using.

    Employ Visual Aids: Visuals are an important part of teaching young children, particularly children with autism, and they should be used whenever possible. Cards and stickers can be incorporated into a variety of daily activities, while picture schedules and mini-schedules provide structure. For instance, line drawings, photographs, or Language Builder Picture Cards, "if/then." A child who has autism spectrum disorder may find it easier to comprehend information that is presented in a visual format, such as that provided by online tutorials and videos.

    Encourage Participation in Social Activities – Both at home and at school, you should work with children who have autism spectrum disorder (ASD) to help them acquire the information and abilities necessary for participating in social activities. In spite of the fact that a child with autism might not appear interested in interacting with their classmates, parents, or teachers, it is essential to teach them social skills. The classroom is the ideal location for encouraging children to practise their communication skills, and teachers of younger children should strive to create an atmosphere that fosters this goal. For instance, you could try using the Stages Learning Emotion Cards to assist children in recognising and deciphering various expressions on their faces.

    Create Structure Within Activities As well – Providing children with ASD with structure within a variety of activities can be an effective way to help these children learn better. In the same way that lesson plans and daily schedules do, for instance, use visuals to provide the child with information for each task or activity that they will be participating in. A timer, for instance, can provide them with information regarding how long each activity will last. In addition, there should be opportunities for children to interact with their peers so that they can develop their social skills.

    Use direct language when communicating with young students who have autism spectrum disorder (ASD) because these students have a tendency to interpret most things in a literal sense and may not understand abstract concepts or figurative language. It's possible that non-verbal cues, like gestures and facial expressions, don't make any sense to them at all. If you are used to instructing children who do not have autism, it may take some time for you to become accustomed to the appropriate wording for what you are trying to convey to your students who have autism. Make it a habit to be as forthright as you can.

    Give Them Extra Time – Even if you use simple language, a child with autism spectrum disorder (ASD) may not be able to respond or react immediately, so it is important to give them extra time. Give them more time to take in what you've said and process it at their own pace by giving them additional time. When working with autistic children, patience is absolutely necessary. If you try to hurry the child or rephrase your instructions, statements, or questions, you will only further slow them down as they start reprocessing as a result of your actions.

    Be Aware Of Sensory Issues – Children with autism either have an extreme sensitivity to, or an extreme insensitivity to, sensory stimuli that the rest of us don't even notice. For instance, they could be irritated by perfumes and other odours, particular lighting, or even the buzzing of electrical appliances and echoes from other parts of the building. It causes extreme reactions and prevents people from learning, so it is important to be aware of potential triggers and to avoid them as much as is reasonably possible. Offer children a variety of sensory tools that they can use to alleviate stress and improve their ability to process the information that is communicated to them.

    Eliminate Potential Stress – Because children with autism do not respond well to changes and disruptions to their routine, it is important to provide children with autism with transition warnings, visual schedules, and clear instructions in order to help them feel at ease. Keep in mind that the use of positive reinforcement is much more effective than the use of threats or punishments, both of which are likely to cause anxiety as well as issues with behaviour. Concentrate on developing a positive learning environment for them in which they can feel at ease and secure.

    Keep the Instructions as Simple as Possible – Complicated sets of instructions can be challenging to follow for students of any age, but especially so for children with autism spectrum disorder (ASD). Additionally, many people have difficulties with the oral processing of language; therefore, it is important to break down instructions step-by-step and refrain from providing more than one or two at a time. Instead, you should make sure that you are using short sentences and language that is simple but clear. This will give the child sufficient time to process each step and respond to it.

    If you need guidance, speak with a medical professional or a therapist, do some research on innovative methods for instructing children with autism, and test out a few different approaches to determine which ones work best for each individual child. But, most importantly, don't lose patience. You'll figure out what works best for them with some trial and error and some effort on your part.

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    It is not a secret that children who have autism face a variety of difficulties throughout their lives. Sadly, a lot of parents aren't sure how to teach their children in the most effective way and how to help their children thrive.

    Fortunately, there are a lot of helpful strategies and methods that can make a big difference. This article will discuss some of the most effective strategies for teaching children who have autism. Continue reading if you want to learn more information!

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    What Is Autism Spectrum Disorder?

    Autism spectrum disorder (ASD) is a developmental disorder that affects children and can last into adulthood. It is characterised by significant difficulties in social skills, communication, and behaviour.

    Students who have autism may have learning, thinking, and problem-solving abilities that range anywhere from exceptionally gifted to extremely challenged. As a result, some people have a greater need for assistance in their day-to-day lives, while others have a lesser requirement.

    A diagnosis of ASD now encompasses a number of conditions that were previously classified as distinct diagnoses, including the following:

    Autism

    PDD-NOS refers to pervasive developmental disorder not specified in more detail (PDD-NOS)

    Asperger syndrome

    Autism spectrum disorder is the term that's been adopted to refer to all of these conditions collectively.

    Characteristics Of Autism Spectrum Disorders

    Students who have autism have a diverse set of skills and characteristics; no two children with autism are going to appear or act in the same way. In addition, the severity of the symptoms can vary widely, and they frequently shift over the course of the disease.

    The following are the two primary classifications of ASD symptoms:

    Social Interaction And Communication Problems

    • Challenges with normal back-and-forth conversation
    • Decreased desire to share personal interests or emotions
    • Difficulty understanding or responding to social cues like eye contact and facial expressions
    • Challenges in developing/maintaining/understanding relationships (trouble building friendships)

    Restricted And Repetitive Patterns Of Behaviours, Interests, Or Activities

    Hand-Flapping And Toe-Walking

    • Speaking uniquely — using odd patterns or pitches in speaking or "scripting" from favourite shows exhibiting intense interest in activities that are uncommon for a similarly aged child
    • Expressing their sensual responses uncommonly or extremely, like indifference to pain/temperature
    • Excessive smelling/touching of objects
    • Fascination with lights and movement and being overwhelmed with loud noises

    The truth is that although many children with autism have typical intelligence levels, a significant number of those children also have intellectual delays of varying degrees. Finding the right teachers for students who have autism spectrum disorder is extremely important.

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    Conclusion

    It is essential to have a thorough understanding of their one-of-a-kind requirements and capabilities. It is possible for these children to learn from a variety of sources using a variety of instructional approaches, but it is essential to find the approach that is most effective for each individual child. Teachers who exercise patience and creativity with autistic students can assist those students in realising their full potential.

    Frequently Asked Questions

    Typing is often much easier. However, some autistic children will learn reading more easily with phonics, and others will learn best by memorising whole words.

    • Work with topic fixations. 
    • Share your power as the authority figure with your child. 
    • Encourage real-world socialisation. 
    • Incorporate physical exercise. 
    • Stick to your schedule, but take frequent breaks. 
    • Know when to ask for help.
    • Support understanding.
    • Offer opportunities for expression.
    • Prioritise coping & calming skills.
    • Maintain routines.
    • Build new routines.
    • Foster connections (from a distance)
    • Be aware of changing behaviours.
    • Try Coin Rubbing: A timeless classic that even adults can get involved with
    • Thread Edible Jewelry
    • Create a Sensory Collage
    • Incredible Ice Painting
    • Boost Your Brain With a Smelling Game
    • Play the Magical Matching Game

    The learning environment has fewer distractions and fewer stressors. If a student has been dealing with bullies in school, homeschooling provides a haven. All aspects of education can be individualised to fit the student's needs.

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