Sharing Good Practice
• Not understanding how people
normally interact socially, such as
greeting people or wishing them
farewell
• Being unable to adapt the tone and
content of their speech to different
social situations – for example,
speaking very formally at a party
and then speaking to total strangers
in a familiar way
• Not enjoying situations and activities
that most children of their age enjoy
• Rarely using gestures or facial
expressions when communicating
• Avoiding eye contact
• Behaviour
• Repetitive movements, such as
flapping their hands, rocking back
and forth, or flicking their fingers
• Playing in a repetitive and
unimaginative way, often preferring
to play with objects rather than
people
• Developing a highly specific interest
in a particular subject or activity
• Preferring to have a familiar routine
and getting very upset if there are
changes to their normal routine
• Having a strong like or dislike of
certain foods based on the texture
or colour of the food as much as the
taste
• Unusual sensory interests – for
example, children with ASD may
sniff toys, objects or people
inappropriately
In addition to ASD, some students
may also have other related conditions
which include: attention deficit hyper
activity disorder (ADHD), learning
difficulties (LD), obsessive compulsive
disorder (OCD), tics disorders,
dysgraphia, depression etc. Therefore
we will have to support our students
socially and emotionally. Regardless of
the history, presenting characteristics
or the gender which is greater
affected, these students are a part of
our educational landscape and are in
our classes, sitting in front of us and we
must help them.
There are a number of specialist
schools for students with ASD,
however, if you are in a mainstream or
general education class and have very
little or no experience at all, here are a
few things that you can do to help your
student who has ASD.
General Strategies
• Identify the student by his/her name
at all times.
• Provide a very clear structure and
• Set daily routine (visual timetable
or timer) including time for play
including creating awareness of any
coming change of routine, or switch
of activity.
• Teach specific social rules/skills, such
as turn-taking and social distance.
• Use various means of presentation
– visual, physical guidance, peer
modelling etc.
• Do not take apparently rude or
aggressive behaviour personally;
and recognise that the target for the
pupil’s anger may be unrelated to
the source of that anger.
• Give tasks in sequence, so the
student can follow in the order
which is required.
• Always keep your language simple
and clear: in short instructional
sentences. For example, sit in your
seat, take out your science book
then turn to page 10.
• The use of sarcasm and idioms
should be avoided. They are very
literal in their thinking.
• Repeat instructions and checking
understanding;
one
direct
instruction at a time.
• Organise play time, possibly with
an understanding group of peers or
peers that they have chosen.
• Provide a quieter place to play to
avoid their exposure to additional
noise, or to retreat to, in case of
anxiety.
• Incorporate their intense interest
into lessons if possible.
• Keep a behaviour log, note trigger
to behaviours and response
• Allow them to have a soft toy or
object they can manipulate to
reduce stressful situations
• Introduce social skills programmes
such as time to talk and socially
speaking.
• Try social stories to clarify
understanding.
• Allow student to have a time out card
or exit pass to indicate to teaching
staff that they are feeling anxious
and need to leave the classroom.
• Establish good communication
with parents and share with them
any behavioural changes that may
indicate anxiety.
• Use a reward system to support
positive behaviour, this is dependent
on the severity of the ASD.
• Avoid overstimulation by reducing
distractions, crowded and colourful
walls displays.
By being more aware of the needs
of our students with ASD and how to
support them, we are better able to
manage their behaviours, to support
their learning and progress and to
make our teaching experience a more
rewarding one.
As the population increases, so too will
the number of children with ASD, and
as we are yet to fully understand and to
find a cure, we will have to be prepared
to work and support students.
https://www.autism.org.uk/about/what-is/
asd.aspx
h t t p s : // j o u r n a l s . l w w . c o m / j r n l d b p /
A b s t r a c t / 2 0 16 / 0 1 0 0 0 / P r e v a l e n c e _
and _Characteristics _of_ Autism_
Spectrum.1.aspx
https://www.naturalhealth365.com/autism-
news-vaccination-2563.html
http://www.icdl.com/dir/about-autism
https://www.nhs.uk/conditions/autism/
symptoms/
Debbie Hamilton-Bogues is an experienced international educator: HOD,
SENCO and SEND Consultant. She has over 30 years’ experience in the
Caribbean, USA, UK and the Middle East. She holds a Master’s degree in Special
Educational Needs (USA) and a Master’s in Educational Assessment (UK). She has
a passion for greater engagement and visibility of students with SEND.
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