What is Autism?• A pervasive developmental disorder of children,

characterized by impaired communication, excessive rigidity, and emotional detachment. (Psychiatry)

• A tendency to view life in terms of one's own needs and desires.

• Because of this developmental disorder, it's hard for kids with autism to talk with other people and express themselves using words. Kids who have autism usually keep to themselves and many can't communicate without special help.

• They also may react to what's going on around them in unusual ways. Normal sounds may really bother someone with autism — so much so that the person covers his or her ears. Being touched, even in a gentle way, may feel uncomfortable.

• Why is this?

• For some reason, some of the cells and connections in the brain of a kid with autism — especially those that affect communication, emotions, and senses — don't develop properly or get damaged. Scientists are still trying to understand how and why this happens.

• Kids with autism often can't make connections that other kids make easily. For example, when someone smiles, you know the smiling person is happy or being friendly. But a kid with autism may have trouble connecting that smile with the person's happy feelings.

• A kid who has autism also has trouble linking words to their meanings. Imagine trying to understand what your mom is saying if you didn't know what her words really mean. It is doubly frustrating then if a kid can't come up with the right words to express his or her own thoughts.

• Autism causes kids to act in unusual ways. They might flap their hands, say certain words over and over, have temper tantrums, or play only with one particular toy. Most kids with autism don't like changes in routines. They like to stay on a schedule that is always the same. They also may insist that their toys or other objects be arranged a certain way and get upset if these items are moved or disturbed.

• “Stimming” may be neurologically based. Stimming refers self-stimulating behaviors when a child with autism makes repetitive motions. Stimming may be prompted by anxiety, boredom, or being lost in school.

• Often have sensory issues. For instance, a child might be either under-sensitive or extremely sensitive to light or touch. Or your child may crave deep pressure or be calmed by chewing things. If a child can’t say, “Hey I’m lost,” in class, he might compensate by doing something like chewing pencils

• Autism affects about 1 in every 150 kids, but no one knows what causes it. It or similar disorders run in their families.

• More common in boys than girls- 4X as likely

• Autistic Disorder: A pervasive developmental disorder characterized by severe deficits in social interaction and communication, by an extremely limited range

• Asperger’s Disorder: An autism spectrum disorder that is characterized by significant difficulties in social interaction, alongside restricted and repetitive patterns of behavior and interests

• Childhood Disintegrative Disorder: also known as Heller's syndrome and disintegrative psychosis, is a rare condition characterized by late onset (>3 years of age) of developmental delays in language, social function, and motor skills.

• Rett’s Disorder: a neurodevelopmental disorder of the grey matter of the brain that affects almost exclusively females. The clinical features include small hands and feet and a deceleration of the rate of head growth (including microcephaly in some). Repetitive hand movements, such as wringing and/or repeatedly putting hands into the mouth, are also noted. People with Rett syndrome are prone to gastrointestinal disorders and up to 80% have seizures. They typically have no verbal skills, and about 50% of individuals affected are not ambulatory. Scoliosis, growth failure, and constipation are very common and can be problematic

• Pervasive Development Disorder: A group of conditions originating in childhood that involve serious impairment in several areas, including physical, behavioral, cognitive, social, and language development.

Technology for Autism• AutismClassroom.com created new apps for children and teens with

Autism.• This app by AutismClassroom.com, was developed to provide the

user with several ideas for creating some meaningful lessons with teens and young adults with autism, who may also have developmental disabilities.

• There are 6 themes with over 30 “lesson starters” for each theme. The app has over 200 lesson ideas.

• Highlights of the app include:-Over 200 lesson starters

• -Routines and procedures “planner”• -Skills addressed in Following A Topic/Joint Attention, Visual

Performing Arts, Communication, Health/Daily Living, Vocational, Social Skills, Recreational Skills, Science, Sensory Involvement, Social Studies, Literacy, Fine Motor, & Physical Education

Teaching Children with Autism• Students with mild autism sometimes

can go to regular school. But most kids with autism need calmer, more orderly surroundings. They may learn at home or in special classes at public or private schools

• Autism in the classroom: One size doesn’t fit all. Each child is unique and has different needs. As the parent if they know what symptoms they have as well as possible learning style.

• Public schools are legally bound to use an IEP to guide the education of a child with an ASD. IEP stands for individualized education plan. It outlines therapies and educational programs that will be provided to help ensure your child's educational success.

• Use visual supports.• Be aware of noise many students with autism

process normal sound as too loud or quiet. It can be difficult for these students to filter out background noise. Have the autistic student sit away from the hallway, pencil sharpener or water fountain.

• Have a seating chart ready before the student with autism arrives. Have a plan in place to help them identify and find their seat. Try to place the autistic student’s desk away from windows and doors and near the front of the class, so they have a clear view of you. If the student with autism is a distraction, set them to the far side of the front.

• Children with autism pay attention to details and can miss the big picture. Wall charts and posters can distract from your teaching. While teaching, try to teach in front of a blank background (i.e. a chalkboard with nothing extra written on it).

• To help keep down visual distractions store unnecessary or large equipment in closed cabinets.

• To help increase independence think through where materials for student activities will be stored. Try to keep these materials in a regular location for student access.

• Often students with autism have a difficult time understanding personal space. Define personal space by drawing masking tape outlines on the floor. Make sure there is plenty of room between desks.

• Take time to set up your classroom and once it is set up avoid changes. If your classroom will have stations, use furniture to help define these spaces.

• If possible provide a quiet area for your autistic student to go for breaks. This could be a table with dividers by it or a small area in the corner of the classroom with a bean bag chair and some headphones. The area should be free of visual distractions.

• Be aware that students with autism can be very sensitive to smells avoid air fresheners and perfume.

Tips in Teaching Children with Autism

• Use consistent classroom routines. For example, asking for help, frequent breaks, putting away homework, getting assignments, bathroom breaks). Consistent routines lower all students' anxiety and increase their ability to function independently in the classroom.

• Watch for signs of high anxiety or difficulties a student may be having with sensory and emotional overload, and other signs of stress. Students experiencing stress may put their hands over ears, plugging their ears, squeezing a body part, or repetitive behaviors, like rocking. Show students to a pre-selected self-calm area, such as a chosen chair in a quiet area or a 'sensory area' (place within the room providing stress release activities or items, i.e. brushing, koosh balls and squeeze toys, weighted blankets, headphones, and music)

• Give students a visual menu of appropriate behaviors to use when they become agitated or overwhelmed. Show students their 'menu" when their stress levels rise. Frequent breaks will allow them to self-regulate sensory input and improve their attention and performance

• Understand the need for transition time and plan for it. Set up and practice transition activities for students to do when finished with their assigned tasks. Visual reminders of transition times and activities can help guide the child through the process easier

• Provide written rubrics or explanatory comments and rules with due dates clearly marked for each part of a multi-step or multi-part project or writing assignment. Help students design a color-coding system to keep track of due dates in their daily planner. Students with ASD need clear written expectations for their work assignments, procedures for completing the task, and a rubric or written guidelines to evaluate their finished product to ensure success

• Encourage students to use one or two sentence knowledge summaries. In summarizing, students can easier identify key concepts and information from a book, chapter, or unit on tests and assessments

• Make the most of special interests to introduce new and difficult tasks. Use special interests as motivators to help students engage in new and/or difficult material. For example, a student who loves trains may learn more quickly or engage well in an assignment if a train sticker appears at the top of the worksheet or the task uses train-related information in the task scenario or directions

• Assign individual roles for group work. Provide a list of expectations or tasks for each role lowers the possibility of misunderstanding and makes working within a group easier. For example, a written job description and scripted cues for introducing items, new ideas, asking questions, making further suggestions, and expressing disputes appropriately encourages responsible participation of all group members.

• i.e. Job- recorder, keep a record of what the group does. Writes important ideas down. Things I could say:

• Could you say that again for me please?

• Let me see if I have this right.

• Which one should I write down?

• Assign a peer buddy. Give peer buddies information about ASD and ideas to use with students. Modeling strategies can be helpful. Use several peer buddies within a class to avoid burnout. In higher grades, peer buddies could be students who need community service hours or students enrolled in an elective peer tutoring or peer assistant class.

• Laminate daily schedules and place on the student's desk or in the front of a binder. Use water-soluble markers when daily schedules change, to mark the changes directly into the schedule. Use post-it or sticky notes for unexpected changes, such as early or weather-related dismissals

• List tasks or work assignments to be completed during the day. Picture and written task lists are helpful organizational tools. Students check off each item as they finish them. A quick review of the list gives teachers an opinion of the student's progress and problem areas can be identified

• Create a color-coding system for pocket folders or binders in each subject area. Write each homework assignment on the homework board with markers or chalk to match the color-coding system. Color-coding help students to distinguish their assignments.

• Separate the binder or folder into clearly marked sections to show where completed assignments, homework, and handouts need to be placed

• Notes are helpful tools to prepare or calm students during expected times of stress, like tests or when unexpected things turn up during the day. Notes prepared ahead of time are useful. Notes can provide students with a quick reminder or to use a relaxation strategy. For example, "deep breathing," or "Before I take a test… I need to deep breathe 5 times, count to 10, get a drink, read through the test, do items I know first."

• Set up consistent written rules for each classroom. Students with ASD must have separate rule sheets for each teacher they have. Students will not anticipate or understand that teachers have different behavioral and academic expectations. Laminate the rules for long wear and keep them handy in the student's notebook.

• Give examples of the finished product and writing assignment which meets all the project or composition requirements. Examples of correct lesson assignments are helpful for all students

• Education is all about adapting materials, equipment, supplies and lessons so every student has the best chance of understanding and learning. Teachers, parents and other individuals who work with autistic children need to be aware of the special circumstances surrounding autistic children's education. There are those who respond to different teaching methods, as with any classroom. Lesson plans must recognize that autistic children have specific needs that must be addressed.

Do Bonus Coins• Instructions for Use• I created this visual support (on the next page of this document) for a middle school student in an inclusion

classroom. He was currently using a token economy system in which I would place a plastic gold coin in a jar on his desk when I saw him on-task (either working on his assignment or looking at the teacher if he or she was speaking). Since the student typically did not focus in this class for a sustained period of time, I was giving him a coin probably about every 30 seconds if he was on task. As he successfully was able to remain on-task for longer periods of time, I would give him a coin at gradually increasing intervals of time. When the jar was filled up to a line written on the jar, the student received a 5 minute break to engage in a quiet activity of his choice.

• The bonus coin visual support was used to reward the student for other appropriate behaviors that I hoped to teach. The student currently would not regularly

• (1) return a teacher or peer’s greeting (such as “Hi” or “Good morning”), • (2) get his notebook for class, • (3) push in his chair at the end of class, and • (4) putting away his notebook at the end of class

• without being reminded to do so. The student had been taught these skills in the past, but appeared to lack to motivation for engaging in the behaviors. So, I wanted to implement a system to reward him for engaging in these behaviors. The “How to Earn Bonus Coins” visual support was placed on the student’s desk as a reminder to complete the behaviors and that he would receive a bonus coin for doing so.

• At first, I needed to directly remind (through verbal instructions and modeling) the student to engage in the behaviors. When the student would complete one of the behaviors on the chart, I would verbally praise him (“Thank you for saying good morning to me!”) and place a “bonus coin” in his jar. After several weeks of practice, the student would return my morning greetings with no prompting, but I continue to give him the bonus coins. Once this becomes more of a habit, I can begin to fade out giving the bonus coins to a more intermittent schedule.

• With the behaviors such as putting away his notebook and pushing in his chair, I eventually only needed to say to him, “What do you need to do at the end of class?” and point to the visual support page on his desk. Eventually, I no longer needed that indirect prompt, and I give him bonus coins in his jar (that stay there for the next class period) when he independently pushes in the chair and puts away his notebook.

Project Examples• Dress Up the Turkey - Lesson Plan

• We have a turkey on our classroom door that needs to be dressed. http://www.atozteacherstuff.com/pages/371.shtmlGrade Level(s): K

• Gingerbread Baby Ornaments #4 -Lesson Plan

• Create ornaments from the story, Gingerbread Baby, to give as holiday gifts. http://www.atozteacherstuff.com/pages/326.shtmlGrade Level(s): 1-2

• Jacket I Wear In the Snow - My Dream Jacket

• Students write about their dream jacket, then create it! http://www.atozteacherstuff.com/pages/346.shtmlGrade Level(s): 1-2

• My Family

• Students create drawings of their family or house with coloured shaving cream. http://www.atozteacherstuff.com/pages/4174.shtmlGrade Level(s): K, 1-2

Websites for Lesson Plans• Numerous websites

• One being: http://autism.lovetoknow.com/Lesson_Plans_for_Autistic_Children

• •A to Z Teacher Stuff provides numerous lesson plans, themes, tips, articles, and even printable worksheets. There is a great forum on teaching ideas for autistic children as well.

• •Lesson Tutor also has numerous lesson plans and tips on teaching autistic children. Titles such as "Art is Everywhere" and "Imitative Therapy" are just some of what you can find at this site.

• •The Teacher's Corner has lots of great thematic unit ideas as well as a message board that offers lots of help and advice.

• •Zac Browser is a great interactive site where children can touch it, use it, play it, interact with it, and more.

• •Positively Autism offers free resources, lesson plans, teaching materials, and more. Autism4Teachers is an autism support website that has some great information, ideas, and lesson plans for teachers and parents to use.

• •Autism Classroom lists tips for setting up a classroom, ideas to use when teaching autistic children, and more.

• http://www.atozteacherstuff.com/