What Autism Can look like in a Classroom #3

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Autism (Autism Symptom Disorder, ASD) is one of the most common developmental disabilities. Symptoms can be severe and interfere with everyday tasks. When we talk about ASD, it is important to remember that every student on the spectrum is unique in their own way. There is not a single way ASD can “look” in a classroom, but ASD shows up in different ways depending on the student’s strengths and challenges.

In The Classroom

In a classroom, ASD might be seen through differences in communication, social interactions, and sensory processing. Some students may find it difficult to keep eye contact and might prefer to work alone. Others may actually want to connect with peers but struggle to know how to start or keep a conversation going. Teachers might notice that a student will take things literally or become anxious when a routine changes unexpectedly.


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Sensory sensitivities

Sensory sensitivities are another common part of ASD that can affect learning. Bright school lights, loud noises, or even the silent tick of a clock can feel very overwhelming. A student may cover their ears, rock back and forth, or ask for breaks when the class becomes too overstimulating. These are not the child’s misbehaviours; these are coping strategies to help manage their sensory overload. Many ASD children have unique strengths that could stand out in the classroom. Some have strong memories, deep focus on topics that interest them and excellent pattern recognition.

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What Teachers Can Do

  • Establish a Routine and keep it as consistent as possible.
  • Adhering to daily schedules and allowing ample time for transitions can help with students behavioural issues and frustrations.
  • Students with ASD learn better with pictures and demonstrations.
  • Slow instruction and repeat if needed
  • Provide visual cues and written instructions.
  • Try and limit distractions that could be in the classroom.
  • Get to know your students likes and dislikes.
  • Encourage participation when appropriate.

Teachers play a key role in creating inclusive learning environments. Simple supports, such as providing visual schedules for the students to see what is going on for that day and a visual calendar to see what is going on for the months. Allowing movement breaks when you can see the students getting uneasy, or giving extra time to process questions or assignments being tasked, can make a huge difference. Autism in the classroom does not have one single story. it is a mix of individuality, growth, and adaptation. When teachers and peers take the time to understand and support these differences, Classrooms become an inclusive environment.

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