Teaching Strategies:A Guide for Teachers When Approaching Children

with High Functioning Autism and Asperger’s Syndrome

Area of Weakness Classroom StrategiesDifficulties with Language

difficulty understanding complex language, following directions, and understanding intent of words with multiple meanings

teach student to seek assistance when confused

explain metaphors and words with double meanings

encourage student to ask for an instruction to be repeated, simplified, or written down if he/she does not understand

pause between instructions and check for understanding

limit oral questions to a number the student can manage

Insistence on Sameness prepare the student for potential change wherever possible

use pictures, schedules, and social stories to indicate impending changes

Restricted Range of Interests limit perseverative discussions and questions

set firm expectations for the classroom, but also provide opportunities for the student to pursue his/her own interests

incorporate and expand on interests in activities

Poor Concentration provide frequent teacher feedback and redirection

break down assignments use visual organizers, semantic

mapping, and outlining provide timed work sessions reduce homework assignments

seat at the front of the classroom

use non-verbal cues to get attention

Poor Organizational Skills use personal calendars and organizers

maintain list of assignments help student use “to do” lists

and checklists place pictures on containers

and locker use picture cues in locker

Academic Difficulties usually average to above-

average intelligence good recall of factual

information areas of difficulty include

problem solving, comprehension, and abstract concepts

may do well at math facts, but not problem solving

do not assume that the child has understood simply because he or she can re-state the information

be as concrete as possible in presenting new concepts and abstract materials

use activity-based learning where possible

use graphic organizers such as semantic maps and webs

break tasks down into smaller steps or present it in another way

provide direct instruction as well as modeling

show examples of what is required

use outlines to help child take notes and organize and categorize information

avoid verbal overload capitalize on strengths do not assume that the child

has understood what he or she has read—check for comprehension, supplement instruction, and use visual supports

Additional Suggestions introduce unfamiliar items in a familiar environment when possible

organize teaching materials and situation to highlight what

is importanto help the student attend

to pertinent informationo Example: present only

the text you want to read, not the whole book

know the individual and maintain a list of strengths and weaknesses

Note aspects of tasks and activities that create frustration

Provide relaxation opportunities and areas

carefully word praise so it is behavior-specific

provide reinforcers that produce the desired student response

use age-appropriate materials provide opportunities for choice

(Adapted from: Teaching Students with Autism: A Resource Guide for Schools. British Columbia Ministry of Education: Special Programs Branch. 2000.)

A student with Asperger’s testimony on teaching approaches:

“There were classes with an accelerated pace that I thrived in (Biology Honors, for one), but there were classes where I felt that my teachers really needed to slow down and stop cramming the information down the throats of their students (there is a former Clemson professor here at WCU, whom I won't name, that taught my Calculus II class and she had the pace of an ACC basketball game through some of the most crucial parts of the class, and glossed over things that probably would have helped us out).

There were some things certain teachers did do that were especially helpful, specifically Mrs. Kuether at PCHS, who interspersed stories with instructional material, which helped me figure out what was important and not so important. Also, Mrs. High, who used to teach at Fairview Elementary, did the same thing.

And my advisor here at Western Carolina University, Dr. Shan Manickam, also intersperses stories in between instructional times.

I truly appreciate that, as I can figure out where to draw the line between what is important and not important, because when some profs just stand up there on that lectern and drone on for hours, the line between what is and isn't important gets very blurry and makes it VERY difficult to study for tests in those classes.”

BJ, 23 years old