If this is your first experience working with a student with Autism, you may be feeling nervous.  This is normal.  Autism is a developmental disorder resulting in challenges with communication and social interaction. 

Students with autism are often highly intelligent, capable, and proficient in knowledge of acts.  According to Teaching Students with Autism, A Resource Guide for Schools, students with autism may exhibit some of the following behaviors:

• Auditory:  hyper or hypo reactive behaviors.  Sounds disturb or student does not respond to calling of name.

• Visual:  Disturbed by bright light, or cannot visually locate someone.

• Tactile:  Does not like to be touched or does not respect personal space

• Vestibular System:  Overreacts to movement or seems to need constant movement.

• Gustatory and Olfactory Systems:  Overreacts to smells or chews on inappropriate objects. 

As a result, you may observe the student struggle with:

• Language comprehension

• Social interaction,

• Organizational skills

• Distractibility

• Resistance to change

Discuss with the student the accommodations you may provide as approved in the Instructor Notification Accommodation form.  Treat the student as you would any other student, and keep your expectations of the coursework the same.  However, you may need to adapt your coursework requirements for someone who cannot process information in the traditional way. 

This can be a wonderful and unique experience!  To assist you in this new learning experience, this information has been developed to educate you on how to work with students in your class who have autism.  If you have any questions or comments, you may contact the Accessibility Services Office (ASO) Coordinator, Reniece Jones, at (303)361-7395 or e-mail:  ASO.CCA@ccaurora.edu.  Feel free to request a classroom observation and follow up discussion of accessibility options.  If you would like to discuss classroom situations with another instructor who has had a student with autism, please contact the ASO for a referral.

CLASSROOM STRATEGIES FOR WORKING WITH STUDENTS WITH AUTISM

CLASSROOM

• Control the amount of light in the classroom (perhaps have the window to the back of the student)

• Be aware of auditory distraction and take action, if possible, to limit it.

• Be aware that normal levels of auditory/visual input may be perceived by student as too much or too little.

• Limit visual clutter.  Some doors have windows, and there might be distraction to the student viewing people passing by. 

• Excessive light, sound, and smells can cause stress and even physical pain. 

• Student may exhibit unusual motor behaviors that are characteristic of autistic persons, such as rocking and stereotyped finger or hand movements.

LECTURE

• Provide a visual schedule of activities, be structured and predictable, and inform student if there will be a change in plans.

• Assign student to a group rather than allowing the student to choose own group.

• Provide concrete examples and hands-on activities.

• Break down complex tasks into smaller steps.

• Provide positive reinforcement to student and give specific correct and incorrect examples.

• Visual information may be more accessible than verbal information. 

• Student’s strengths may be in concrete thinking, rote memory, and visual-spatial relationships.

• Be concrete.  Avoid idioms, irony or sarcasm.

• Allow time for the students to process the information.  It may be necessary to talk more slowly or to pause between words.

• Break down verbal instructions into small steps. 

• Extra clarification and specificity on assignments as needed.

• Be clear, firm, and gentle about behavior and apply the school rules with consistency.

• Be explicit in expected behavior and redirect incorrect behavior.

EXAMS

• Offer practice tests that will reflect the type of questions that will be asked on quizzes and exams.

• Provide a study guide in advance that reflects the format as well as the content of the exam.

• If approved on the Instructor Notice of Accommodations for Students with Disabilities form, allow test accommodations such as:

  • Extended time for in-class assignments or exams (time and one half is reasonable).

  • Allow testing in a quiet room in the Testing Center.  Be aware that distractions while taking the test in the classroom are due to students finishing early, getting up to turn in exams, and then packing up to leave. 

  • Consider other ways for the student to demonstrate mastery of course material.   

“Teaching Students with Autism:  A Resource Guide for Schools.”  Ministry of Education, Special Programs Division, British Columbia.  24 Apr.2008 http://www.bced.gov.bc.ca/specialed/docs/autism.pdf.                                                           

RJ/ASO/102808