What's Your Perspective

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I will start utilising visual aids. It can greatly benefit individual with autism by providing structure, support, and clear communication to enhance understanding and promote independence.

Providing structure and consistancy 

Provide continuous support  

I will offer positive constructive feedback and provide a safe working environment in the class.

I will provide structure and routine in my sessions. i will utilise visuals 

Utilise visual supports such as schedules, charts, and diagrams to enhance understanding and communication. Visual aids can provide clarity and reduce anxiety.

Recognising the different characteristics of ASD 

I will help learner with special needs and use some additional tools and techniques.

Understanding their learning preferences and providing a consistent structure as well as ensuring the learner is consistently praised when completing tasks

• I will provide structure and routine in my sessions. This will help learners with autism feel more comfortable and secure.

Provide a support or refer them the specialist.

Recognising the different characteristics of ASD 

Supporting learners to feel comfortable in a learning environment, explore different  resources. 

Praise, Recognising the different characteristics of ASD, and the breaking down of Tasks 

Provide immediate feedback by using a simplified language

Setting active learning tasks and peer tasks

Simplifying language used during lessons and using repetition 

That they receive consistent praise for their good work. 

Ensure they are getting praises throughout. 

keep regularly ensuring they're ok and following with small steps, upto date and on track, while praising and encouraging all the time

• Utilising active learning, participation and collaboration with peers works well in fashion. 
  

Ensuring we praise and build up learner confidence where necessary

Regular check ups 

Simplified tasks

Reward/praise 

• Simplify task
• Use a wide range of learning resources 
• Provide handouts/worksheets

Recognising the different characteristics of ASD 

praise 

breakdown tasks 

awareness of the learners requirements and needs - may need to consider changes you may not necessarily always agree with in class for example headphones being worn 

I find getting to know my students with ASD is really important, as they are all very different from each other. From now on, I will try and start incorporating routines into my teaching.

Break down tasks and offer praise where possible.

Offer praise often, break down tasks and do regular check-ups. 

Supporting learners with ASD can be very challenging but also rewarding. It takes time and a good knowledge of the learner to find the right way and support they need. Once this is established, you will find out that the world of ASD learner can be really interesting and intriguing. 

good stuff

break down tasks to ensure learner does not feel overwhelmed

differentiate appropriately and personalise your approach to each and every individuals' needs

Allow learners to make mistakes as part of the learning process

Differentiate your teaching and learning accordingly to accommodate for the fact that learners with ASD may have different strengths and weaknesses. 

Help the learner to realise that making mistakes is okay and part of the learning process. 

Incorporating there interests into the learning and being clear with the instructions, allowing them to make mistakes as its part of the learning process 

Using a one step approach for students so they don't feel overwhelmed.

As all students with autism are different, adapting to each individual need is important.

making each task easier and more simple than it is in order for them to understand 

Again, keeping it simple

Make it simply and easy 

Keep it simple for the student. 

Simple is better

make it easy

Back it simple and easy to understand. 

Keep instructions simple

Simplify the language that we use and repeat a word or meaning

Support students, plan ahead and make them aware of changes

Working with the student to better understand their learning habits, simplify the tasks.

Keep it short and simple and instructions clear and simple 

More engagment for students with building trust to acheiev the learning goals

Ensure learners feel supportive and tasks are broken down accordingly. 

making students aware of changes and also planning well in advance 

Building a healthy relationship with the learner and consistently getting the feedback can help the learner a lot.

Planning well , if changes are required ensure they are not sudden 

Seeking the individual's feedback on what works for them and adding that in their learning strategy. 

Ask them how to help them best

Its best to build supportive relationships with learners

building and maintaining a relationship with the learner and acknowledging strategies to support the learner.

Simplify all tasks that they require help with and work at a level and pace that is comfortable with them 

working with the learner ask what works best with them.

Working to the learners needs by asking them what works best for them. Keeping it simple and working at their pace

Simplify questions 

Ask learners what support they need in the classroom.

Simplify tasks.

Ask  student what support is helpful for him.

Ask the learner what support they would like in the classroom.

Simplify tasks.

Use active learning and participation .

Use wide range of learning resources.

Speak in simple language when explaining things.

Keep the instructions simple and breakdown tasks into small chunks.

I would break down tasks into bite-size chunks and speak instructions clearly, as well as providing written ones

Simplify tasks/routines  - Break them down into smaller chunks 

Short instructions

Simply tasks

I will use short instructions and break down the day into bitesize chunks

I will:

• Especially simplify language and repeat words
• Consider a multi-sensory approach to spelling that provides opportunities for the student to follow the look, copy, trace, picture, cover, write and check sequence technique
• Help the student to realise that making mistakes is part of the learning process.

Break down into smaller chunks, see what works for the individual.

Minimise distractions and outside noise.

Be patient

Strategies to adopt;

Use short sequential steps when teaching

Provide immediate feedback and opportunities for self-assessment

I would use concept-making and visual aids with my ESOL learners on the autistic spectrum.

I have included specific topics and themes that I knew an autistic learner found interesting in the past to help him engage with the trickier lessons.

To check the students plan and see if they have any strategies in place and to use them.

Talk to the student to see how they would like to be taught.

Break down lesson into bite sized chunks.

Make sure you check the learners records/documents so you are aware of their disabilities and needs and what support they have received in the past. To give bite size tasks and instructions to follow.

My daughter has some Autistic traits within her disability, she can get very anxious and at times lash out in frustration. Staying calm is key when dealing with these issues so as not to add to persons frustrations.

Do bite size tasks in class

Give the learner time to understand information and allow the learner to present their own work in a way that suits them

Allow the learner to touch or handle objects when completing any practical tasks

Dual coding is likely to help with learning, buddying-up may work for some, tailoring for individual needs is really a key factor.

Autism is broad, like dyslexia can be. Autism may be forgetfulness and jumbled dis-organisation, bluntness, lack of interaction, eye contact, seeming to be an empty shell or lacking personality, humour, or seemingly not interested in topics.

Autism can manifest in many ways. Being aware of the need for a release of pressure, for ticks or similar, perhaps they might ask for 'toilet breaks' to escape. They may also be the last to leave the room every single time.   

Keeping tasks simple and broken down into bite size pieces

Ensuring that you read any previous official documents learners on the spectrum come into college with to get a better understanding of their previous educational experiences in terms of support and preferences so you can make judgments on the best way to support them whilst in college. 

Keeping instructions as short as possible and give them time to process them.

In the past I had an autistic learner who was very good at doing presentations. He was happy to talk to the rest of the class about what it was like for him being autistic.

Allow learners to present their work in a format that works best for them.

1. I am not personally but know closely someone on the autism spectrum. They are an audio learner who finds podcasts a great resource.

2. I have taught learners on the spectrum and found giving them breakdowns of the lesson at the start can really help productivity.

3. Could adapt the tasks to be related to the strengths of that individual student.

Minimise distractions in class

Keep instructions as clear and succinct as possible.

Be guided by what works for that student

Keep everything to minimum

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