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This article has a list of life skills students with autism need and may struggle to develop without intentional teaching. It provides ideas on how to help teach these skills at home. Additionally it gives visual supports for these students. This resource is important for educators because the goal of special education is to educate students academically but also for their lives outside of the classroom. Students must develop necessary skills to be functioning members of society and educators must be intentionally in developing these skills for all students but especially students with special needs.

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For people with autism, learning independent or daily living skills is essential to increasing independence at home, at school and in the community.

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This webinar is an hour long resource for educators. It goes into detail on how students are diagnosed with autism, and interventions that happen once a diagnosis occurs.
This is a great resource for educators as it is a resource that provides the educator with a great deal of understanding of evaluation and assessment practices for students with autism. Once the educator understands this they can be more informed on what services are available and what the intervention process will look like. The teacher will know what their role is in the intervention process.

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This article informs the audience of the differences between ADHD and ASD. Additionally it goes into detail on how ASD is treated and behaviors that educators may see expressed.
This resource supports students with ASD because as the article mentions often times students will have ASD and ADHD that coexists. This requires another layer of understanding on the part of the educator on how to work with a child who may have both. Additionally understanding how children with ASD is treated is important so that they can be a partner in ensuring the student receives the treatment they need as seamlessly as possible. (medication, counseling, etc)

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Autism spectrum disorder, or ASD, includes what used to be called Autistic Disorder, Asperger syndrome, or Pervasive Developmental Disorder - Not Otherwise Specified, all of which affect a person's social and emotional skills and nonverbal communication. ASD has many similarities to ADHD, but there are also differences between the two.
Can a person be diagnosed with both ADHD and ASD?
More than half of all individuals who have been diagnosed with ASD also have signs of ADHD. In fact, ADHD is the most common coexisting condition in children with ASD. On the flip side, up to a quarter of children with ADHD have low-level signs of ASD, which might include having difficulty with social skills or being very sensitive to clothing textures, for example.
Why do ADHD and ASD coexist so often and what are the similarities between them?
Both ADHD and ASD are neurodevelopmental disorders (brain development has been affected in some way). That means both conditions/disorders affect the central nervous system, which is responsible for movement, language, memory, and social and focusing skills. A number of scientific studies have shown that the two conditions often coexist, but researchers have not yet figured out why they do.

With ADHD or ASD, brain development has been affected in some way. Most importantly, that includes the brain's executive functioning, which is responsible for decision making, impulse control, time management, focus, and organization skills. For many children, social skills are also affected. Both ADHD and ASD are more common in boys.

Although adults can have both ADHD and ASD, the combination is not as common as it is in children. While ASD is considered a lifelong disorder, long-term studies have shown that in one-third to two-thirds of children with ADHD, symptoms last into adulthood.
What are the differences between ADHD and ASD?
Many children are first diagnosed with ADHD around the time they start preschool or kindergarten because their behavior contrasts with that of their classmates. ADHD can cause children to be restless all the time, act impulsively, and have a hard time paying attention. But some children with ADHD have different signs-focusing all their attention on one toy, for instance, and not wanting to play with anything else.

For some children with ASD, the signs are noticeable before they reach their second birthday. For others, signs of ASD may not be clear until they are school-aged and their social behaviors are clearly different from their classmates'. Children with ASD often avoid eye contact and don't seem interested in playing or engaging with others. Their ability to speak may develop slowly or not at all. They may be preoccupied with sameness in textures of food or in making repetitive movements, especially with their hands and fingers.
ADHD- and ASD-specific behaviors
Often, children with ADHD have difficulty focusing on one activity or task. When they are engaged in their daily activities they may be easily distracted. It is challenging for children with ADHD to complete one task before jumping to another, and they are often physically unable to sit still. But some children with ADHD may be so interested in a topic or activity that they fixate on it, or hyperfocus. Although focusing on one thing can be positive, it may mean that children have difficulty moving their attention to other activities when they are asked to do so.

Children with ASD are most likely to be overfocused, unable to shift their attention to the next task. They are often inflexible when it comes to their routines, with low tolerance for change. That may mean taking the same route and eating the same things every day. Many are highly sensitive or insensitive to light, noise, touch, pain, smell, or taste or have a strong interest in them. They may have set food preferences based on color or texture and may make gestures such as repeated hand flapping. Their intense focus means people with ASD are often able to remember detailed facts for a long time and may be particularly good at math, science, art, and music.
Treatment overview
The best medical provider for someone who has been diagnosed with both ADHD and ASD is a doctor who has experience treating both conditions.

Treatment for ADHD usually includes medication. On the other hand, because the medication options for ASD are still limited, children with ASD may respond better to non-medication alternatives. Those might include behavior therapy to help manage symptoms and skills training to help cope with daily life. For a child with ASD, paying attention to diet is essential, because sensory-based food restriction can result in nutritional gaps. For someone with ADHD, stimulant medications can cause a loss of appetite.
Medication
While the symptoms of ADHD generally respond well to the most commonly prescribed medications, ASD symptoms are less likely to do so. Symptoms of ASD that often overlap with ADHD, such as hyperactivity, impulsiveness, and inattention, may respond to the medications used to treat ADHD, if not as well. Medications to treat ASD are now being developed, and irritability, aggression, and self-injury that are related to ASD usually respond to antipsychotic medications.

Medication is frequently part of the treatment plan for children with ADHD because it helps reduce some of the major symptoms, including hyperactivity and impulsivity. The most commonly prescribed medications are methylphenidate (Ritalin, Concerta, Metadate, Quillivant), amphetamine (Adderall, Dexedrine, Vyvanse, Dyanavel), atomoxetine (Strattera), and guanfacine (Intuniv, Tenex). However, when they are used to treat patients with both ADHD and ASD, the stimulants-methylphenidate and amphetamine-seem less effective and cause more side effects, including social withdrawal, depression, and irritability, than when they are used to treat ADHD alone.
For more information

Research Units on Pediatric Psychopharmacology (RUPP) Autism Network. (2005). Randomized, Controlled, Crossover Trial of Methylphenidate in Pervasive Developmental Disorders with Hyperactivity. Archives of General Psychiatry, 62(11):1266-1274.

Handen, B.L. et al. (2015). Atomoxetine, Parent Training, and Their Combination in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 54(11), 905-915.

The MTA Cooperative Group. (Dec 1999). A 14-Month Randomized Clinical Trial of Treatment Strategies for Attention-Deficit/Hyperactivity Disorder. Archives of General Psychiatry, 56(12):1073-1086.

Research Units on Pediatric Psychopharmacology (RUPP) Autism Network. (2002). Randomized clinical trial of risperidone for irritability in autism. New England Journal of Medicine, 347(5):314-321.

Rommelse, Nanda et al. (May 2018). Differentiating between ADHD and ASD in childhood: some directions for practitioners. European Child & Adolescent Psychiatry, pp 1-3.

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ADHD and Autism Spectrum Disorder - CHADD

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Autism spectrum disorder, or ASD, includes what used to be called Autistic Disorder, Asperger syndrome, or Pervasive Developmental Disorder - Not Otherwise Specified, all of which affect a person's social and emotional skills and nonverbal communication. ASD has many similarities to ADHD, but there are also differences between the two.

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This resource provides educators with a list of simple accommodations that they can use in the classroom for students with ASD. It also provides a few examples of challenges that students with ASD will face.
This resource helps support students with ASD because they will need accommodations according to their IEP/504 plan. This resource provides a few that the educator can implement. Finally it offers the educator resources for them such as webinars and training materials.

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School activities that may be particularly challenging for students with autism spectrum disorder (ASD), previously referred to as Asperger's disorder, include social interactions, noisy or disordered environments, intense sensory stimulation, and changes in expected routines. The unstructured parts of the school day, such as lunch, may present the greatest challenges. Many students with ASD have difficulty using a pencil and paper for writing. Some have difficulty with organization and schedules.

Although each individual is unique and the student and family should be consulted regarding accommodations, the following accommodations may be helpful to students with ASD:

clearly established and ordered routines

warning and preparation when changes are anticipated

planning and practicing of communication strategies and social routines

earplugs or noise-canceling headsets in hallways or lunchroom

a quiet area where the student can take a time-out if necessary

visual schedules and graphic organizers

visual or written, rather than auditory, instructions

computer use, especially word processing for writing

note taker

For additional information and resources on working with students with ASD, consult the Guide for Working with Students with Asperger's Syndrome.

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What are typical challenges and accommodations for students with Autism Spectrum Disorder? | DO-IT

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School activities that may be particularly challenging for students with autism spectrum disorder (ASD), previously referred to as Asperger’s disorder, include social interactions, noisy or disordered environments, intense sensory stimulation, and changes in expected routines. The unstructured parts…

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The Jeff Seymour Family center offers resources such as counseling, food waivers, free clothes, and more. They can help provide educational resources to students.
This resource is important for parents and educators because all students must have their basic needs met in order to learn. This is especially true for students with disabilities as medical bills can often cause great stress on families of students with special needs.

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The Jeff Seymour Family Center is housed within the El Monte City School District. The mission of the El Monte City School District's (EMCSD) Jeff Seymour Family Center (JSFC) is to unite the county and community to strengthen individual, family, and neighborhood protective factors by increasing social contentedness, community mobilization, and access to needed supports and services.

Jeff Seymour Family Center
10900 Mulhall Street
El Monte CA, 91731
jeffseymourfamilycenter@emcsd.org
(626) 442-1354

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The Jeff Seymour Family Center is housed within the El Monte City School District. The mission of the El Monte City School District's (EMCSD) Jeff Seymour Family Center (JSFC) is to unite the county and community to strengthen individual, family, and neighborhood protective factors by increasing social contentedness, community mobilization, and access to needed supports and services.

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In this incredible Ted-Talk Mr. Lisi describes in great detail what it is like to have autism. He disproves many common biases that people have against people with autism. He goes into detail on the different expressions of the disorder and urges the audience to stay away from stereotypes.

This resource is fantastic for educators because it helps them combat their own implicit biases. Additionally it helps them empathize with students with autism and truly understand what their student may be feeling internally that they have trouble expressing.

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What it's really like to have autism | Ethan Lisi

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This article gives signs and symptoms of autism in different ages. Older children can have trouble expressing themselves. Additionally this article offers the distinction between girls and boys and how autism can be expressed differently in both.
This resource supports children with autism by giving the educator signs to be attentive to. While we all hope that special needs are discovered early the fact of the matter is many children will go undiagnosed for years.

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Find out about common signs of autism in young and older children.

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This video showcases a professional using calming strategies for one of his students with autism. These strategies are simple to apply and can be modified depending on the individual learners needs. Finally it serves as a visual example of how to use these strategies as well as written (captions in video).
This resource supports students with autism because like all students it is inevitable that they will have hard days where they cannot focus. By implementing these strategies the educator can more effectively redirect behavior and modify the environment to help suit their needs.

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Easy-to-Use Calming Strategies for Autism

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Strategies for creating an inclusive environment.

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Strategies for creating an inclusive environment.

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This article has strategies for making a more inclusive classroom for students with autism. Some of these strategies are specific but others are good ideas for all students such as learning about the learner from conversations with them.

This resource helps support students with autism because it offers the teacher a tool bank for working with them. Additionally this website has content specific strategies for reading and literature.

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Supporting Students with Autism: 10 Ideas for Inclusive Classrooms

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Students with autism may have unique needs with learning, social skills, and communication. These ten simple ideas will help teachers address some of these needs and provide guidance for bringing out the best in learners with autism.

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This article has 12 specific facts that teachers should be aware of when working with students. It is written generally enough that it can be applicable for students of all ages. This has many important strategies to implement in the classroom such as giving students extra time to process information.

This article supports students with autism by creating awareness of their disability. Additionally it gives teachers an important starting point for how to work with children with autism if they have never worked with them in the past.

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March 9, 2015
The post below is by Lisa Smith, the mother of seven children, two with special needs. Her son Tate has autism. Lisa blogs about her experiences and can be found on Facebook at Quirks and Chaos or at quirks-and-chaos.blogspot.com. For more resources for teachers and help with inclusion and acceptance at school, check out the Autism Speaks School Community Tool Kit.
I have a follower who is a teacher and she asked me to do a "Ten things I'd like to tell teachers about autism" list. I came up with 12 things that I would tell my son's teachers in grade school if I could go back in time.
1. Autism is a huge spectrum.
If you have taught other children with autism you may have a good general idea of what autism looks like but my son will still be different than the others. If you have questions about my son or how autism affects him, ask me. Nothing will impress me more about you than your willingness to learn about my son and his needs.
2. A routine and transition warnings are helpful for a child with autism.
While we know that flexibility is an important life skill and one we need to work on, my son does not handle surprises or big changes in his routine well. Things like a substitute teacher, a fire drill, or a field trip are all going to cause anxiety for my son. A warning and clear instructions will help. A visual schedule would be a helpful tool for my son. A five-minute warning, a two-minute warning, and tolerance are needed.
3. A child with autism needs extra time to process language.
Use simple language and short sentences. Give no more than two-step instructions. Give my son at least three full seconds after you make a statement or ask a question to respond. If you choose to repeat, do not rephrase, as then he will have to start processing over again. Trying to hurry my son will only slow him down further.
4. Receptive language and expressive language are two different things.
My son may understand much more than you think he does. He may not be able to put into words all the things he wants to say. On the other hand he may be able to quote long complicated phrases or passages without understanding any of the meaning of the words. It is difficult to know exactly what my child really knows and what he still needs to learn sometimes.
5. Children with autism are literal.
Figurative language and abstract ideas are a mystery to a child with autism. So, when you say things like, "Pick up the pace" and your other students know you want them to walk faster, my son will be looking for something called "pace" that he should be lifting from the floor. These things happen all day long.
6. A child with autism can get stuck on one subject.
My son obsesses about things that do not matter to you or I. He might want to talk about Disney movie characters for a long period of time and there will be little you can do to distract him. He gets stuck in a continuous loop. Occasionally these topics of interest can be incorporated into his learning but mostly they distract him from learning.
7. A child with autism may need help with social interactions.
My son will probably appear disinterested in his peers and he may actually be disinterested but he will never learn social skills unless we keep trying. You have him in a perfect setting for teaching social skills. It is an environment I cannot recreate at home. It would be so helpful if you would use every opportunity available there to teach and reteach social skills.
8. Sensory issues are a distraction for many children with autism.
Sounds that are barely noticeable to you may distract my child and keep him from learning. Textures may cause my son to recoil in disgust. Smells may cause him to gag. Please be considerate of this. Over stimulation can sometimes overwhelm him and cause a meltdown. A meltdown looks similar to a temper tantrum but it is not the same at all.
9. Children with autism use stereotypic behaviors or repetitive behaviors when they are excited, bored, or stressed.
My son will need redirection throughout the day. The behaviors will cause him to appear odd to his peers. Please consider giving the class an age appropriate definition of autism to help his peers understand.
10. Positive Reinforcement will be helpful but punishments will not.
Punishments or threats of punishment will probably result in anxiety and impede progress. He will work toward a reward but will shut down if he fears a punishment.
11. People with autism tell the truth as they see it.
My son may let you know you need to lose weight, you need a shave, or your breath smells bad. Do not take it personally. A sense of humor is a must when working with children with autism.
12. Kids with autism are not scary or unlovable. They are just different.
Sometimes different is intimidating but educating yourself about autism and about my son will help. I'm can help with that! I will willingly answer any questions you have.

For more resources for teachers and help with inclusion and acceptance at school, check out the Autism Speaks School Community Tool Kit.

Everyone deserves the chance to reach their full potential. We need your help to tell lawmakers that improving education for children and young adults with autism is a priority for our community. Sign the petition here to have your voice heard.

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12 Things I'd Like Teachers to Understand about Autism | Autism Speaks

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March 9, 2015 The post below is by Lisa Smith, the mother of seven children, two with special needs. Her son Tate has autism. Lisa blogs about her experiences and can be found on Facebook at Quirks and Chaos or at quirks-and-chaos.blogspot.com.