1. Children need people who not only care, but truly understand them …

2. Educating Children with Autism Although they may have some similarities, each child with autism is very different. We are constantly learning new information about how to educate children with autism. Be open to using new strategies and don’t assume you already know everything there is to know.

3. What is Autism? Autism Spectrum Disorder refers to a complex group of related disorders which develop early in life and are life-long conditions effecting a child’s socialization, communication, and restricted patterns of behaviors and interests. Currently effects 1 in 100 children with no known cause or cure.

4. Exceptional Qualities Children with autism:  Have a strong sense of doing what is right  Are very genuine and honest  Want to be understood and accepted  Desire to have friends  Have families that care and worry about them  Have the same potential to be successful as any other student  Need teachers that are patient and caring

5. Characteristics: Academic May have  Normal cognitive ability  one or more areas of extreme skill or strength!!! May have difficulty:  Writing  Predicting and Inferencing  Generating story ideas  Word problems  Abstract concepts  Forming an opinion  Completing lengthy projects  Completing multi-step tasks  Working in a group  Asking for help

6. Social Skills May have difficulty:  coping with the social demands of school.  tolerating making mistakes  understanding the rules of social interaction.  interpreting the actions of others  understanding the rules of play and games  taking other people’s perspectives Also may:  Insist on sameness  need for closure or completion of tasks/activities  Be vulnerable to teasing, bullying  appear argumentative  Have poor eye contact

7. Emotional May have:  Low self-esteem  Depression  Anxiety  Withdrawal  High stress levels due to inflexibility  Rage reactions

8. Communication May have difficulty:   Responding to verbal information presented at a fast pace.   Understanding multi-step commands   Understanding abstract concepts   Expressing emotions   Retelling events   Understanding the rules of conversation   Participating in conversation   Staying on topic   Understanding information presented verbally   Initiating conversation

9. Organization/Sensory May have difficulty:   Screening out distractions   Organization   Completing activities independently   Initiating work activities   Problems organizing free time   Stopping one activity and moving on to the next   Doing more than one thing at a time and multistep tasks   Handling transitions between activities or classes   Accepting changes in routine, classroom processes   Poor motor skills   Unusual response to sensory stimuli   Being interested in things other than their special interests

10. Strategies for Teaching children with autism The strategies that help children with autism, will also benefit most of the other students in the class

11. Strategies for the Classroom Write it down, write it down, write it down Provide step by step written instructions to complete a task. Provide step by step written instructions to complete a task. Provide classroom expectations in writing Provide classroom expectations in writing Alert student to changes in routine or schedule in writing Alert student to changes in routine or schedule in writing Notify student when a substitute teacher is coming in writing Notify student when a substitute teacher is coming in writing Notify student of changes in room arrangement or seat assignment in writing Notify student of changes in room arrangement or seat assignment in writing

12. Strategies for the Classroom Contact the student’s case manager immediately regarding concerns. When abstract concepts must be taught, use visual cues such as drawings, or written words. Be as concrete as possible. Give student time to respond before repeating a question or directive. Pause between instructions and check for understanding Leave instructions for substitute teachers regarding important information Keep processes and expectations consistent Watch for bullying and teasing from other students

13. Modify Assignments Highlight items to be completed Give the student written instructions Enlarge small print assignments Provide specific topic for writing assignments Assign fewer problems (specifics must be in writing) Provide written notes Assign 1 step at a time for multi-step assignments (in writing) Add lines to writing areas without lines

14. If There Are Behaviors… First think: Is this a sign of frustration or anxiety? Did the student understand the verbal information? Did the student understand the verbal information? Did the rules/expectations change (even a little)? Did the rules/expectations change (even a little)? Is the environment structured? Is the environment structured? Does the environment match the student’s sensory needs? Does the environment match the student’s sensory needs? Is the student misreading the social cues/ nonverbals of other students? Of the teacher? Is the student misreading the social cues/ nonverbals of other students? Of the teacher?

15. If There Are Behaviors… Then: Contact the student’s case manager so he/she can provide strategies. Contact the student’s case manager so he/she can provide strategies. Contact any related services people who work with the student (SLP, OT) Contact any related services people who work with the student (SLP, OT) Ask for the School Autism team to help Ask for the School Autism team to help

16. Autism Resouces Contact the student’s case manager assistance. Craven County has a District Autism Team available to assist schools. See the Craven County autism webpage for a list of District team members, links to autism web sites, information for families, current events, and articles about autism http://cravenautism.wikispaces.com/ http://cravenautism.wikispaces.com/