Dealing With Autism in a Classroom

Dealing with autism in the classroom is a complex process that involves the right source materials and the implementation of teaching styles and learning tools more geared toward the cognitive development of autistic children. From the appropriate use of learning materials for teachers working in the classroom to speech and behavioral therapies available on site for autistic children, a systematic approach can be taken to create a transparent and structured model for autistic children in the classroom. It is important to note that a working and successful model will be one that effectively meets the needs of these children while simultaneously extending their placement within the overall social network of the school.

Instructions

1. Provide training. Teachers should receive training and monitored implementation of developmental therapy and sensory integration programs to allow for a strong special education setting. Those teacher with experience and trained in the area of special education and autism can be used to train and mentor teachers with limited to no experience dealing with the demands and special needs of autistic children. Training and education in the communication and learning methodology of autistic children is first and most essential in dealing with autism in the classroom.

2. Provide support. Teachers must receive the resource materials and academic tools necessary to address the learning needs of autistic children. To do this the school administration must organize a transparent approach to training that includes parental involvement. From appropriate visual aids that capture student attention and lesson distraction to cognitive developmental materials that can be used in conjunction with classroom materials in the home by parents. The administration should cultivate an environment of support by joining parents, students, teachers and the school board in a transparent evaluation of the classroom and the materials and resources it provides.

3. Implement individualized educational program. Teachers should have the authority to modify and restructure the curriculum around the strengths and needs of autistic children in the classroom. From the addition of visual learning aids to the incorporation of key teaching styles more conducive to the autistic child, teachers must challenge autistic children as learners and participants in the social network of the school. The key here is individualized materials and an available resource system geared toward the needs of each individual child.

Tips & Warnings

• Meet with the parents of the autistic child to discuss the needs of that child at the start of each academic year. Monitor developmental changes and create an open line of communication between parent, teacher and school.

• Evaluate varying teaching styles to create a thriving and enriched educational environment in the classroom.