Four Key Strategies to Support Autistic Children: Introduce Imitation, Use New Technologies, Create Soothing Classroom Design, and Scaffold Learning
In 2023, approximately 1 in 36 children in the U.S. were diagnosed as autistic. This statistic shows our classrooms are going to be more diverse than ever. If we want our autistic students and other learning difficulties to feel accepted, we need to create an inclusive classroom when possible. To do this we have to examine how we teach, interact, and set up the learning environment.
Here are four strategies you can apply to create conducive environments to set autistic students up for success.
1. Introduce imitation to autistic students.
Imitation helps students acquire knowledge and communication skills. Yet, experts from the University of California, Davis, suggest that autistic students often face difficulty with imitation. To help students become familiar with and receptive to imitation, you can begin by introducing a positive reinforcer, such as praise or even their favorite toy. Each time they imitate your action, use the positive reinforcer to motivate them to continue.
With practice and patience, students will progress to independently displaying actions that correspond to your verbal instructions. You can also use imitation to teach students how to participate in sports activities and games, improving their class participation levels and relationships with peers.
Learning occurs in a social context. Another strategy is roping in other students to model appropriate actions and social behaviors to their autistic friends. This practice develops other students’ empathy and helps them forge strong relationships with students with special needs.
2. Use new technologies to support autistic students and those with other learning difficulties.
Technology transforms the way you teach and how autistic students learn. Technology can double as a teaching buddy and improve your classroom management skills. Let’s explore how technology can benefit students, their caregivers, and us.
Autistic students can be overwhelmed by sounds we fail to notice. You can resolve this by using sound trackers, which will inform teachers of the classroom’s noise levels. This helps you introduce timely modifications to reduce noise levels before hypersensitive students go into meltdowns. In certain situations in the classroom, students can make use of noise-canceling headphones when they are working independently.
You can also introduce autistic students to coding using Sphero, a programmable robot ball. Through coding, students can program the robot to light up and move. This engaging activity does more than entertain students, it strengthens their problem-solving skills and lays the groundwork for teaching software development and engineering skills in later schooling. A common concern among caregivers of autistic children is how their children will cope with adulthood. By equipping students with coding skills, we are giving them a chance to secure their livelihoods and be independent.
Tablets and handheld touchscreen devices can also be useful for children with special needs including autistic individuals. They can provide ways for children who are strong visual learners to develop skills. There are many apps that have been designed specifically for autistic children including See.Touch.Learn.
Technology, if well-utilized and not over-relied upon, can make classrooms and students’ lives meaningful and enriching.
3. A comfortable classroom can have a huge impact on autistic students.
Autistic students can find it difficult to express or verbalize their emotions, resulting in meltdowns. They may also hurt themselves and their classmates if they feel over-stimulated. To help students cope with their emotions, set up a calm-down corner or a cool-down spot in your classroom. The calm-down corner should contain the tools that your students need. Installing the correct tools involves trial and error, so don’t be disheartened if your students are not using what you recommend.
Ideas for calm-down corner:
- Fidget spinners
- Art and writing materials
- Breathing techniques
- Yoga mats and pillows
- Sensory bottles
- Plenty of visual supports
- Books
Give students choices to decide what they want to do to relieve their stress and frustration. Alternatively, check in with their families to find out the tools they are using at home and integrate them into your calm-down corner. The calm-down corner benefits everyone in class; it exposes students to mindfulness strategies, boosting their socio-emotional competence.
The decor and location of the calm-down corner are crucial to the success of this corner. When possible, invite students to help design the calm down corner and decide where it should be. Doing so promotes a sense of belonging and encourages students to use it. Finally, include boundaries in your calm-down corner. I noticed the efficacy of the calm-down corner after setting up a timer/buzzer to inform students how long they could stay in there. I also used visuals to guide students through their calm-down routine and help them understand when it is appropriate to return to class.
4. Scaffold student learning to invite all students to participate
In some classrooms, there will be a small group of students dominating class discussions. To change this phenomenon and encourage autistic students, individuals with other learning difficulties, and English Language Learners to express their opinions, try sentence starters. Sentence starters allow students to structure their speech, increasing their confidence when speaking to the entire class.
Sentence starters to use in class:
- I disagree…
- I feel…
- I wonder if …
- How about using the concept on...
Graphic organizers are another example of scaffolding. It provides students with a visual representation of facts and concepts. Used in English Language Arts, you can apply it in Math, Science, and other concept-rich subjects. It activates students’ prior knowledge and helps them comprehend complex texts and abstract concepts.
Graphic organizers are also a form of formative assessment. Formative assessments allow you to monitor students’ learning in class and gauge their understanding of the subject before you move on to a new and possibly, challenging concept. With these graphic organizers, you can identify students’ knowledge gaps and make changes in your lessons to raise class participation levels and pique their interest in school.
To summarize, there is no one-size-fits-all approach to teaching. If we want to accommodate autistic students and help them feel supported in their learning journey, we need to collaborate with their families and find out what interests and distracts them. You can also partner with other teachers in your district to find out what resources and professional development training they have used and received to improve how they teach autistic students. Sometimes the information and experiences they share may help you develop new perspectives and refreshing solutions to your challenges. You may not succeed at your first attempt, but do not give up!
Try to keep a positive mindset. Keep a running record and observe how students behave and engage with their peers in class and on the playground. Keep interacting with them using their preferred modes of communication to find out their likes and dislikes. This repository of information you collect will help you develop personalized resources that enhance their holistic development. You will make progress, slowly but surely.
Lastly, establishing a positive and conducive learning environment starts with you. If you want to help your students flourish and grow, you must be emotionally resilient. During my first year of teaching, I have to admit that I cried after school on numerous occasions for the first few months, until I started engaging in self-care. Self-care comes in different forms. I practice self-care by meditating and journaling.
What about you? What has worked for you? It can be as simple as going for a walk or even making a home-cooked meal. Most importantly, it should be something you enjoy doing. Teaching is like running a marathon. If we don’t refuel our energy, we will fall before the race is completed.
