Practical Strategies for Supporting Young Learners with Autism Spectrum Disorder by Shelton Tricia;Jalongo Mary Renck;

Author:Shelton, Tricia;Jalongo, Mary Renck;
Language: eng
Format: epub
Publisher: Gryphon House Inc.
Published: 2016-06-23T16:58:14+00:00

Setting Up an Engaging Environment

Students will respond differently to teaching methods, so how to best engage learners can vary from student to student. The unique characteristics of students with ASD, especially, require thoughtful planning. Although the organization of class lessons is important, teachers also must think about the type of learning environment they create for students. Because of their unique characteristics, students with ASD deserve special consideration when planning instruction.

To establish an engaging learning environment for students with ASD, librarian trainer and consultant Barbara Klipper advises taking a departure from the standard three Rs of reading, writing, and arithmetic, and instead using a different three Rs: routine, repetition, and redundancy. Students with ASD often feel more comfortable when their environment is predictable. Establishing a routine with expected activities provides this type of predictability. Repetition of task helps to create a sense of security for students and can create a level of confidence in skills as well. Further, redundancy, which many teachers may try to avoid, can actually support the learning of students with ASD. Providing multiple opportunities for students to learn and practice skills can help students with ASD better understand concepts and retain skills. The following are additional ways to offer students with ASD an engaging classroom environment.

Adapt class assignments to meet individual students’ needs. Provide multiple opportunities for students with ASD to follow their own learning process. Differentiate assignments so that students feel challenged, but not frustrated. Teaching a lesson on triangles, a preschool teacher might differentiate instruction by having some students trace a triangle outline, some draw the shape independently, and others sketch an example of a triangle shape found in the classroom. While planning differentiated assignments, be careful to match assignments to students’ needs. Be mindful that some young students with ASD may need more advanced work to be engaged in learning.

Provide choice. As often as possible, provide students with options for how they can complete assignments. Use technology, the arts, and social interaction to showcase students’ learning. For example, suppose you ask students to share about their favorite foods. Students can do this through a conversation, by drawing or painting, or by making a clay model. Initiate conversations about student work and pay attention to how students learn best.

Consider students’ learning styles. Students respond differently to different instruction. Determine how each student with ASD learns best and incorporate teaching methods that focus on that style of learning. Be creative in how you address learning styles. Integrate technology, movement, and social interaction as often as possible.

Monitor students’ understanding. Younger students are not always quick to say what they do not understand. This is a skill that is even more difficult for students with ASD. If students are confused by a lesson, they will become disengaged quickly. Take frequent “temperature readings” of class understanding. Students can use a thumbs-up (I understand completely), a sideways thumb (I understand some, but not completely), or a thumbs-down (I’m confused) to indicate their level of understanding.

Connect class learning to daily living.

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