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Strategies for Teaching Students with Autism
 From the December 2001 Education newsletter.When teaching a student with autism in an inclusive classroom, it is essential for teachers first to overcome their feelings of uneasiness as well as the myths about autism, says Paula Kluth, an assistant professor in the Department of Teaching and Leadership at Syracuse University. Dr. Kluth urges teachers to get to know a student with autism as an individual first, then learn about autism itself. "The perception is that [a student with autism's] challenges are greater than they actually are." Designing the Classroom Environment "Sometimes the challenge is more the classroom than the kid," says Dr. Kluth. Classrooms and lessons need to be active and vocal. Students with autism are usually most comfortable when they can speak often and move around the room. Too much noise and activity can be overwhelming to some students with autism, however, so Dr. Kluth recommends that teachers watch for verbal and nonverbal cues as to whether students needs a break. Teachers can also provide a student with autism with ear plugs or seat them near the door so that they can leave the classroom for the hallway when necessary. Another option is to set up a makeshift carrel around that student's desk during independent work time to cut down on visual distractions. Dr. Kluth notes that many students with autism are visual learners. Posters, diagrams, written directions, and graphic organizers are very useful in instruction. It is also a good idea for teachers to post a daily agenda on the wall or a checklist of work that students need to complete, as students with autism are often comforted by schedules and routines. Assessment When assessing what a student with autism has learned, Dr. Kluth cautions teachers not to make assumptions about what the student knows if the student can not communicate verbally. She recommends using a wide range of assessment tools, such as portfolios, observations, interviews, checklists, learning logs, or videotapes of a student learning and practicing a skill. Family members can also be reliable sources of information on whether a student has performed a certain skill independently at home, particularly if the teacher has only observed the skill once or twice. Most importantly, says Dr. Kluth, teachers should not get discouraged when they are teaching a child who is nonverbal. "A kid doesn't have to respond to everything you do to be engaged in a lesson." Dr. Kluth recommends that teachers "try to find a way to communicate with body language, yes-no cards, hand signals, or gestures." Gestures and signals can be used by the whole class to respond in certain situations, so that a student with autism does not feel singled out. Teachers should ask family members about the meaning of particular sounds or gestures a student uses to communicate. "Value the ways a child is communicating," Dr. Kluth emphasizes. "Don't exclude kids [from class activities] just because they're not giving output. Let them experience lessons and being with peers." Teaching a student with autism is challenging, notes Dr. Kluth, but also rewarding. "The more diverse your class is, the better you become as a teacher. You develop strategies that will help all students learn better."
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