Autistic students face many unique challenges in the classroom such as interpersonal communication, executive dysfunction, and overstimulation. Yet, many autistic students go without the supports they need to perform their best. It’s not that educators are failing to care about the progress of all their students, but rather that they lack the information, resources, or simply the confidence to support them. “It also found that, in general, teachers only felt slightly confident in their ability to support students with autism, while parents were even less certain of teachers’ confidence to teach their children with autism” (Saggers). Teachers can greatly reduce the stress on their autistic students by providing structure in the classroom and understanding the obstacles that they face. Without such supports, autistic students can struggle to keep up with their peers and succeed academically (“Going to College With Autism”). Although all students are different, “While some students with autism are ultra-organized, others need support to find materials, keep their locker and desk areas neat, and remember to bring their assignments home at the end of the day” (Kluth), there are some strategies that educators can use to help their students succeed.

 

       People with autism often find socialization difficult due to a lack of understanding of body language and social cues. This makes connecting with peers and making friends a struggle. Teachers can help their students by providing opportunities for cooperation in the classroom and promoting a safe, amicable environment (Saggers). As Paula Kluth states, “While it is important for these verbal and outgoing students to have a voice in the classroom, it is equally important for other students — including shy and quiet students, students using English as a second language, and students with disabilities — to have opportunities to share and challenge ideas, ask and answer questions, and exchange thoughts.” Giving students the opportunity to develop verbal skills in a classroom setting improves confidence both in interacting with their peers and speaking out in class. The lack of understanding of body language and social cues also makes interacting with authority figures difficult. Students can have a hard time distinguishing between how they should act with friends, peers, and teachers. “Classrooms are social environments that rely heavily on being able to interact, socialise and communicate with others effectively. This can intensify the stress, anxiety and depression students on the spectrum may experience” (Saggers).

 

       In order to communicate better with their autistic students, teachers should avoid using colloquialisms and abstract language. People with autism tend to think very literally so phrases such as “indoor voices” or “quiet hands” can be confusing. When writing instructions for assignments, teachers should outline the process step-by-step and provide a realistic timeline for the students (Manolis). Even if the process of the assignment may seem simple or certain steps may seem unnecessary to outline, autistic students will often follow the guidelines word for word. If a step is not explicitly outlined, they may miss it entirely. The way that teachers interact with their students is important in their development as well. Students will often imitate their teachers’ mannerisms especially when they are young and especially when they are autistic. Repetition and imitation are common in people with autism, thus the way that teachers manage their classrooms is key in that it sets the standard for their students. “It’s so important to model patience, understanding, and respect when working in a classroom with any special learners. Celebrate their success and don’t sweat it if some accommodations don’t conform to what you are used to in the classroom. Keep in mind that some of these recommendations may be super helpful for some students, while others may not need the same degree of consideration. Autism can affect individuals differently” (Manolis).

 

       Many autistic students have trouble beginning assignments, particularly ones that have multiple steps or take place over an extended period of time. This is due to something called executive dysfunction, an inability to begin or continue a task not due to lack of understanding (Kluth). When preparing their students for long term assignments, teachers should provide realistic timelines that include checkpoints. Having checkpoints breaks the assignment up into manageable pieces, allows the teacher to monitor the students’ progress, and gives the students opportunities to ask questions as they arise (Hensley). Teachers should “Use Task Analysis –very specific, tasks in sequential order” (Hensley) to provide extra guidance for their students.

 

       Routine is very important for people with autism. Knowing what to expect from their day gives them a sense of control and stability. “Having predictability in the classroom eases anxiety for students with autism and will help avoid distraction. Students are less worried or curious about what will happen next and can better focus on the work at hand” (Manolis). In the classroom, when students have a schedule, they can better focus on their work. Additionally, “some students with autism struggle with transitions. Some are uncomfortable changing from environment to environment, while others have problems moving from activity to activity. Individuals with autism report that changes can be extremely difficult causing stress and feelings of disorientation” (Kluth). To help their students, teachers should have a clock visible for their students, a daily schedule written out with any changes made clear, and provide “warning of any impending change of routine, or switch of activity” (Hensley). However, independence is one quality that students are expected to develop in school. By incorporating choices into the students’ routine, teachers can introduce their students to making decisions in their schedule in a safe, structured environment with proper guidance. “Choice may not only give students a feeling of control in their lives, but an opportunity to learn about themselves as workers and learners. Choice may be especially helpful for students with autism who have special needs when it comes to learning environment, lesson materials, and communication” (Kluth).

 

       People with autism have difficulty regulating the amount of stimulation they receive be it auditory, visual, etc. A student who is under or overstimulated is unable to focus and may become very upset and disruptive. A student who is under stimulated may become hyperactive or loud. To avoid this, teachers should try to use multimedia teaching methods in the classroom “using various means of presentation – visual, physical guidance, peer modeling, etc.” (Hensley) and allow students to stim, or self stimulate, as necessary. Overstimulated students may shut down and react to interaction with anger. Teachers should avoid overstimulation by “minimizing/removing distracters, or providing access to an individual work area or booth, when a task involving concentration is set. Colorful wall displays can be distracting for some pupils, others may find noise very difficult to cope with” (Hensley). Students who are under duress cannot work effectively. “Some students work best when they can pause between tasks and take a break of some kind (walk around, stretch, or simply stop working). Some learners will need walking breaks — these breaks can last anywhere from a few seconds to fifteen or twenty minutes. Some students will need to walk up and down a hallway once or twice, others will be fine if allowed to wander around in the classroom” (Kluth). Getting up and moving about is one way for students to release tension and briefly get away from whatever might be causing them distress.

 

       With the support of their teachers and mentors, autistic students can succeed academically and socially. They may face many unique challenges in the classroom, but they are determined to learn and an understanding educator can make their dream a reality.