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Accommodations such as extended time, small groups, visual aids, positive reinforcements, and fidget toys can all help students during class time. Depending on the student different accommodations can be helpful.

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It can be overwhelming at first but there are many resources to help parents of children with autism. Joining support groups, finding behavioral therapies, and working with your child's teachers. Learning how to best interact with your child.

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While most educators agree that no recipe exists for teaching any individual student or group of students, there are certainly some guidelines that can be helpful for supporting students with certain labels. Students with autism may have unique needs with learning, social skills, and communication, therefore, teachers will need strategies to address each one of these areas. These ten simple ideas will help teachers address some of the aforementioned needs and provide guidance for bringing out the best in learners with autism labels.

1: Learn about the learner from the learner

Oftentimes, educators needing information about a student will study the individual's educational records. While these documents are certainly one source of information, they are seldom the most helpful source of information. Teachers wanting to know more about a student with autism should ask that student to provide information. Some students will be quite wiling and able to share information while others may need coaxing or support from family members. Teachers might ask for this information in a myriad of ways. For instance, they might ask the student to take a short survey or sit for an informal interview. One teacher asked his student with autism, to create a list of teaching tips that might help kids with learning differences. The teacher then published the guide and gave it out to all educators in the school.

If the student with autism is unable to communicate in a reliable way, teachers can go to families for help. Parents can share the teaching tips they have found most useful in the home or provide video of the learner engaged in different family and community activities. These types of materials tend to give educators ideas that are more useful and concrete than do traditional educational reports and assessments.

2: Teach to fascinations

Whenever possible, educators should use interests, strengths, skills, areas of expertise, and gifts as tools for teaching. Can a passion for GPS be used to inspire more reading (operations manuals), new math skills (be a "human GPS"-calculate shortest route between two places), or fun social studies questions ("How would the world be different today if Christopher Columbus had GPS?") . [For more on using fascinations to support students with autism see Just Give Him the Whale , a book I wrote on this topic with my colleague, Patrick Schwarz.]

3: Get them talking

In some classrooms, a handful of students dominate small-group conversations and whole-class discussions. While it is important for these verbal and outgoing students to have a voice in the classroom, it is equally important for other students - including shy and quiet students, students using English as a second language, and students with disabilities - to have opportunities to share and challenge ideas, ask and answer questions, and exchange thoughts. To ensure that all students have opportunities to communicate, teachers need to put structures and activities in place that allow for interaction.

In one classroom, students were asked to "turn and talk" to each other at various points in the day. A high school history teacher used this strategy throughout the year to break up his lectures and to give students time to teach the material to each other. After giving mini-lectures of fifteen minutes, he asked students to turn to a partner and answer a specific question or re-explain a concept he had taught. For instance, after giving a short lecture on the Presidency, he asked students to discuss, "What qualities do Americans seem to want in a President?; and "How has this list of desired qualities changed over time?" A student with Asperger's syndrome who needed practice with skills such as staying on topic and turn taking was able to practice them daily.

Teachers can also provide opportunities for communication by giving all students "airtime" during whole-class discussion. One way to do this is to ask for physical whole-class responses to certain prompts. For instance, instead of asking, "Who can tell me a fraction that equals one half?", the teacher might say, "Stand up if you think you can name a fraction that equals one half". This strategy not only gives all learners a chance to give an answer, but it allows for some teacher-sanctioned movement, something often welcomed by students with autism. Whole-class physical responses are also appropriate for students who are non-verbal, making it a perfect choice for the diverse, inclusive classroom.

4: Give choices

Choice may not only give students a feeling of control in their lives, but an opportunity to learn about themselves as workers and learners. Choice may be especially helpful for students with autism who have special needs when it comes to learning environment, lesson materials, and communication. Choice can be built into almost any part of the school day. Students can choose which assessments to complete, which role to take in a cooperative group, and how to receive personal assistance and supports. Examples of choices that can be offered in classrooms include:

Solve five of the ten problems assigned

Work alone or with a small group

Read quietly or with a friend

Use a pencil, pen, or the computer

Conduct your research in the library or in the resource room

Take notes using words or pictures

5: Consider handwriting alternatives

Writing can be a major source of tension and struggle for students with autism. Some students cannot write at all and others who can write, may have a difficult time doing so. In order to support a student struggling with writing, a teacher may try to give the child gentle encouragement as he or she attempts to do some writing- a word, a sentence, or a few lines. Teachers might also allow the student to use a computer, word processor, or even an old typewriter for some or for all lessons. For some learners, being able to use a word processor when writing helps them focus on the task at hand (content) instead of on their motor skills (process).

6: Help with organizing

While some students with autism are ultra-organized, others need support to find materials, keep their locker and desk areas neat, and remember to bring their assignments home at the end of the day. Consider implementing support strategies that all students might find useful. For instance, teachers can have all students copy down assignments, pack book bags, put materials away, and clean work spaces together. Structuring this time daily will give all learners the opportunity to be organized and thoughtful about how they prepare to transition from school to home. Specific skills can even be taught during this time (e.g., creating to-do lists, prioritizing tasks).

7: Support transitions

Some students with autism struggle with transitions. Some are uncomfortable changing from environment to environment, while others have problems moving from activity to activity. Individuals with autism report that changes can be extremely difficult causing stress and feelings of disorientation. Teachers can minimize the discomfort students may feel when transitioning by:

Use a visual timer so students can manage time on their own throughout an activity.

Giving reminders to the whole class before any transition.

Providing the student or entire class with a transitional activity such as writing in a homework notebook or for younger students, singing a short song about "cleaning up".

Asking peers to help in supporting transition time. In elementary classrooms, teachers can ask all students to move from place to place with a partner. In middle and high school classrooms, students might choose a peer to walk with during passing time.

Provide a transition aid (a toy, object, or picture).

8: Create a comfortable classroom

Sometimes students are unsuccessful because they are uncomfortable or feel unsafe or even afraid in their educational environment. Providing an appropriate learning environment can be as central to a student's success as any teaching strategy or educational tool. Students with autism will be the most prepared to learn in places where they can relax and feel secure. Ideas for making the classroom more comfortable include providing seating options (e.g., beanbag chairs, rocking chairs); reducing direct light when possible (e.g., using upward projecting light, providing a visor to a student who is especially sensitive); and minimizing distracting noises (e.g., providing earplugs or headphones during certain activities).

9: Take a break

Some students work best when they can pause between tasks and take a break of some kind (walk around, stretch, or simply stop working). Some learners will need walking breaks - these breaks can last anywhere from a few seconds to fifteen or twenty minutes. Some students will need to walk up and down a hallway once or twice, others will be fine if allowed to wander around in the classroom.

A teacher who realized the importance of these instructional pauses decided to offer them to all learners. He regularly gave students a prompt to discuss (e.g., What do you know about probability?) and then directed them to "talk and walk" with a partner.

10: Include

If students are to learn appropriate behaviors, they will need to be in the inclusive environment to see and hear how their peers talk and act. If students are to learn social skills, they will need to be in a space where they can listen to and learn from others who are socializing. If students will need specialized supports to succeed academically, then teachers need to see the learner functioning in the inclusive classroom to know what types of supports will be needed.

If it is true that we learn by doing, then the best way to learn about supporting students with autism in inclusive schools is to include them.
This article is from the website of Dr. Paula Kluth. It, along with many others on inclusive schooling, differentiated instruction, and literacy can be found at www.PaulaKluth.com . Visit now to read her Tip of the Day, read dozens of free articles, and learn more about supporting diverse learners in K-12 classrooms.

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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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Autism is a developmental disability affecting verbal and non-verbal communication and social interactions. Other characteristics often include repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines and unusual responses to sensory experiences.

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Provides everything from community support information, and screening information to the next steps once diagnosed. This site also contains links to the latest news regarding autism.

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Official websites use .gov

A .gov website belongs to an official government organization in the United States.

Secure .gov websites use HTTPS

A lock ( ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

For professionals

For Everyone

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Autism Spectrum Disorder (ASD) is a developmental disability that can cause significant social, communication and behavioral challenges.

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Overview

Autism spectrum disorder is a condition related to brain development that impacts how a person perceives and socializes with others, causing problems in social interaction and communication. The disorder also includes limited and repetitive patterns of behavior. The term "spectrum" in autism spectrum disorder refers to the wide range of symptoms and severity.

Autism spectrum disorder includes conditions that were previously considered separate - autism, Asperger's syndrome, childhood disintegrative disorder and an unspecified form of pervasive developmental disorder. Some people still use the term "Asperger's syndrome," which is generally thought to be at the mild end of autism spectrum disorder.

Autism spectrum disorder begins in early childhood and eventually causes problems functioning in society - socially, in school and at work, for example. Often children show symptoms of autism within the first year. A small number of children appear to develop normally in the first year, and then go through a period of regression between 18 and 24 months of age when they develop autism symptoms.

While there is no cure for autism spectrum disorder, intensive, early treatment can make a big difference in the lives of many children.

Symptoms

Some children show signs of autism spectrum disorder in early infancy, such as reduced eye contact, lack of response to their name or indifference to caregivers. Other children may develop normally for the first few months or years of life, but then suddenly become withdrawn or aggressive or lose language skills they've already acquired. Signs usually are seen by age 2 years.

Each child with autism spectrum disorder is likely to have a unique pattern of behavior and level of severity - from low functioning to high functioning.

Some children with autism spectrum disorder have difficulty learning, and some have signs of lower than normal intelligence. Other children with the disorder have normal to high intelligence - they learn quickly, yet have trouble communicating and applying what they know in everyday life and adjusting to social situations.

Because of the unique mixture of symptoms in each child, severity can sometimes be difficult to determine. It's generally based on the level of impairments and how they impact the ability to function.

Below are some common signs shown by people who have autism spectrum disorder.

Social communication and interaction

A child or adult with autism spectrum disorder may have problems with social interaction and communication skills, including any of these signs:

Fails to respond to his or her name or appears not to hear you at times

Resists cuddling and holding, and seems to prefer playing alone, retreating into his or her own world

Has poor eye contact and lacks facial expression

Doesn't speak or has delayed speech, or loses previous ability to say words or sentences

Can't start a conversation or keep one going, or only starts one to make requests or label items

Speaks with an abnormal tone or rhythm and may use a singsong voice or robot-like speech

Repeats words or phrases verbatim, but doesn't understand how to use them

Doesn't appear to understand simple questions or directions

Doesn't express emotions or feelings and appears unaware of others' feelings

Doesn't point at or bring objects to share interest

Inappropriately approaches a social interaction by being passive, aggressive or disruptive

Has difficulty recognizing nonverbal cues, such as interpreting other people's facial expressions, body postures or tone of voice

Patterns of behavior

A child or adult with autism spectrum disorder may have limited, repetitive patterns of behavior, interests or activities, including any of these signs:

Performs repetitive movements, such as rocking, spinning or hand flapping

Performs activities that could cause self-harm, such as biting or head-banging

Develops specific routines or rituals and becomes disturbed at the slightest change

Has problems with coordination or has odd movement patterns, such as clumsiness or walking on toes, and has odd, stiff or exaggerated body language

Is fascinated by details of an object, such as the spinning wheels of a toy car, but doesn't understand the overall purpose or function of the object

Is unusually sensitive to light, sound or touch, yet may be indifferent to pain or temperature

Doesn't engage in imitative or make-believe play

Fixates on an object or activity with abnormal intensity or focus

Has specific food preferences, such as eating only a few foods, or refusing foods with a certain texture

As they mature, some children with autism spectrum disorder become more engaged with others and show fewer disturbances in behavior. Some, usually those with the least severe problems, eventually may lead normal or near-normal lives. Others, however, continue to have difficulty with language or social skills, and the teen years can bring worse behavioral and emotional problems.

When to see a doctor

Babies develop at their own pace, and many don't follow exact timelines found in some parenting books. But children with autism spectrum disorder usually show some signs of delayed development before age 2 years.

If you're concerned about your child's development or you suspect that your child may have autism spectrum disorder, discuss your concerns with your doctor. The symptoms associated with the disorder can also be linked with other developmental disorders.

Signs of autism spectrum disorder often appear early in development when there are obvious delays in language skills and social interactions. Your doctor may recommend developmental tests to identify if your child has delays in cognitive, language and social skills, if your child:

Doesn't respond with a smile or happy expression by 6 months

Doesn't mimic sounds or facial expressions by 9 months

Doesn't babble or coo by 12 months

Doesn't gesture - such as point or wave - by 14 months

Doesn't say single words by 16 months

Doesn't play "make-believe" or pretend by 18 months

Doesn't say two-word phrases by 24 months

Loses language skills or social skills at any age

Causes

Autism spectrum disorder has no single known cause. Given the complexity of the disorder, and the fact that symptoms and severity vary, there are probably many causes. Both genetics and environment may play a role.

Genetics. Several different genes appear to be involved in autism spectrum disorder. For some children, autism spectrum disorder can be associated with a genetic disorder, such as Rett syndrome or fragile X syndrome. For other children, genetic changes (mutations) may increase the risk of autism spectrum disorder. Still other genes may affect brain development or the way that brain cells communicate, or they may determine the severity of symptoms. Some genetic mutations seem to be inherited, while others occur spontaneously.

Environmental factors. Researchers are currently exploring whether factors such as viral infections, medications or complications during pregnancy, or air pollutants play a role in triggering autism spectrum disorder.

No link between vaccines and autism spectrum disorder

One of the greatest controversies in autism spectrum disorder centers on whether a link exists between the disorder and childhood vaccines. Despite extensive research, no reliable study has shown a link between autism spectrum disorder and any vaccines. In fact, the original study that ignited the debate years ago has been retracted due to poor design and questionable research methods.

Avoiding childhood vaccinations can place your child and others in danger of catching and spreading serious diseases, including whooping cough (pertussis), measles or mumps.

Risk factors

The number of children diagnosed with autism spectrum disorder is rising. It's not clear whether this is due to better detection and reporting or a real increase in the number of cases, or both.

Autism spectrum disorder affects children of all races and nationalities, but certain factors increase a child's risk. These may include:

Your child's sex. Boys are about four times more likely to develop autism spectrum disorder than girls are.

Family history. Families who have one child with autism spectrum disorder have an increased risk of having another child with the disorder. It's also not uncommon for parents or relatives of a child with autism spectrum disorder to have minor problems with social or communication skills themselves or to engage in certain behaviors typical of the disorder.

Other disorders. Children with certain medical conditions have a higher than normal risk of autism spectrum disorder or autism-like symptoms. Examples include fragile X syndrome, an inherited disorder that causes intellectual problems; tuberous sclerosis, a condition in which benign tumors develop in the brain; and Rett syndrome, a genetic condition occurring almost exclusively in girls, which causes slowing of head growth, intellectual disability and loss of purposeful hand use.

Extremely preterm babies. Babies born before 26 weeks of gestation may have a greater risk of autism spectrum disorder.

Parents' ages. There may be a connection between children born to older parents and autism spectrum disorder, but more research is necessary to establish this link.

Complications

Problems with social interactions, communication and behavior can lead to:

Problems in school and with successful learning

Employment problems

Inability to live independently

Social isolation

Stress within the family

Victimization and being bullied

Prevention

There's no way to prevent autism spectrum disorder, but there are treatment options. Early diagnosis and intervention is most helpful and can improve behavior, skills and language development. However, intervention is helpful at any age. Though children usually don't outgrow autism spectrum disorder symptoms, they may learn to function well.

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Autism spectrum disorder - Symptoms and causes

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Autism spectrum disorder is a serious condition related to brain development that impairs the ability to communicate and interact with others.

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Autism Spectrum Disorder (ASD) is a developmental disability. People with ASD may communicate and interact in ways that are different from most other people. ASD includes what the American Psychiatric Association used to call autistic disorder, Asperger syndrome, and pervasive developmental disorder not otherwise specified. ASD is called a "spectrum" disorder because people with ASD can have a range of strengths and challenges, and need more or less support for those challenges. The learning, thinking, and problem-solving abilities of people with ASD can range from gifted to severely challenged. Some children and adults with ASD need a lot of assistance in their daily lives; others need less.

General Information

Learn More about ASD

Signs

ASD begins before the age of three. For many parents, children with ASD appear to follow a typical developmental path until the age of two or three years. However, researchers who study early signs of ASD in the first 18 months of life have found some promising results, although no widely accepted screening tool exists yet for children that young. Providers need to continue to be alert to signs of ASD throughout the first three years of life, and to signs of undiagnosed ASD in all children, youth, and adults.

Learn more about signs of ASD

Screening & Diagnosis

Diagnosing ASD can be difficult since there is no medical test - like a blood test - to diagnose the condition. Instead, doctors must look at the child or adult's development and social behavior to make an assessment. Standardized screening and diagnostic tools are available for adults and children age three years and older.

Learn more about screening and diagnosis

Learn more about treatment

Causes & Prevalence

We do not yet understand all the causes of ASD. However, we have learned that there may be different factors that make a child more likely to have ASD, including genetic, biological, and environmental factors.

Learn more about causes, risk factors, and prevalence

Relationship of vaccines and autism

Research

Several government agencies are involved in activities related to autism research.

Publications

Report to Congress on Young Adults and Transitioning Youth with Autism Spectrum Disorder - Describes the characteristics of youth and young adults with autism spectrum disorder (ASD) and the challenges related to the transition from existing pediatric and school-based services to those services available during adulthood. Furthermore, it summarizes existing federal investments focused on the transition period from childhood to adulthood for individuals with ASD, and identifies gaps and recommendations for further consideration in federal research, programs, and services that support youth with ASD during this critical time period. The National Autism Coordinator, Dr. Thomas Novotny (Deputy Assistant Secretary for Health (Science and Medicine) on behalf of the Department of Health and Human Services developed the report in coordination with the Department of Education and in collaboration with the Departments of Transportation, Labor, and Housing and Urban Development. Additional input was provided by the Departments of Defense and Justice and the Social Security Administration.

Interagency Autism Coordinating Committee (IACC) Publications - The Combating Autism Act (CAA) of 2006 (Public Law 109-416), requires the Interagency Autism Coordinating Committee (IACC) to develop and annually update a Strategic Plan. The Strategic Plan is an advisory document to the U.S. Congress, the HHS Secretary, and the Director of NIH regarding the needs and opportunities for ASD research.

IACC Strategic Plan for Autism Spectrum Disorder (ASD) Research, 2012 Update

Report on State Services to Individuals with Autism Spectrum Disorders (ASD) - Centers for Medicare & Medicaid Services (CMS) ASD Services Project assess the implementation of evidence-based/promising practices through the lens of state experience. The report summarizes the current state of autism-related services in nine representative states: Arizona, California, Connecticut, Indiana, Maine, Missouri, New Mexico, Pennsylvania, and Wisconsin. It describes the types of services and their sources of funding, policy, staffing, and implementation issues that must be addressed to effectively serve people with ASD.

Therapies for Children With Autism Spectrum Disorders - Some medical and behavioral treatments show promise for reducing certain behaviors in children with ASDs, but more research is needed to assess the potential benefits and harms, according to a new report funded by HHS' Agency for Healthcare Research and Quality (AHRQ).

Organizations

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Autism - or more precisely the autism spectrum disorders (ASDs) - represents a broad group of developmental disorders characterized by impaired social interactions, problems with verbal and nonverbal communication, and repetitive behaviors, or severely limited activities and interests.

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Autism spectrum disorders (ASD) are a diverse group of conditions. They are characterized by some degree of difficulty with social interaction and communication. Other characteristics are atypical patterns of activities and behaviours, such as difficulty with transition from one activity to another, a focus on details and unusual reactions to sensations.

The abilities and needs of autistic people vary and can evolve over time. While some people with autism can live independently, others have severe disabilities and require life-long care and support. Autism often has an impact on education and employment opportunities. In addition, the demands on families providing care and support can be significant. Societal attitudes and the level of support provided by local and national authorities are important factors determining the quality of life of people with autism.

Characteristics of autism may be detected in early childhood, but autism is often not diagnosed until much later.

People with autism often have co-occurring conditions, including epilepsy, depression, anxiety and attention deficit hyperactivity disorder as well as challenging behaviours such as difficulty sleeping and self-injury. The level of intellectual functioning among autistic people varies widely, extending from profound impairment to superior levels.

It is estimated that worldwide about 1 in 100 children has autism (1). This estimate represents an average figure, and reported prevalence varies substantially across studies. Some well-controlled studies have, however, reported figures that are substantially higher. The prevalence of autism in many low- and middle-income countries is unknown.

Causes

Available scientific evidence suggests that there are probably many factors that make a child more likely to have autism, including environmental and genetic factors.

Extensive research using a variety of different methods and conducted over many years has demonstrated that the measles, mumps and rubella vaccine does not cause autism. Studies that were interpreted as indicating any such link were flawed, and some of the authors had undeclared biases that influenced what they reported about their research (2,3,4).

Evidence also shows that other childhood vaccines do not increase the risk of autism. Extensive research into the preservative thiomersal and the additive aluminium that are contained in some inactivated vaccines strongly concluded that these constituents in childhood vaccines do not increase the risk of autism.

A broad range of interventions, from early childhood and across the life span, can optimize the development, health, well-being and quality of life of autistic people. Timely access to early evidence-based psychosocial interventions can improve the ability of autistic children to communicate effectively and interact socially. The monitoring of child development as part of routine maternal and child health care is recommended.

It is important that, once autism has been diagnosed, children, adolescents and adults with autism and their carers are offered relevant information, services, referrals, and practical support, in accordance with their individual and evolving needs and preferences.

The health-care needs of people with autism are complex and require a range of integrated services, that include health promotion, care and rehabilitation. Collaboration between the health sector and other sectors, particularly education, employment and social care, is important.

Interventions for people with autism and other developmental disabilities need to be designed and delivered with the participation of people living with these conditions. Care needs to be accompanied by actions at community and societal levels for greater accessibility, inclusivity and support.

All people, including people with autism, have the right to the enjoyment of the highest attainable standard of physical and mental health.

And yet, autistic people are often subject to stigma and discrimination, including unjust deprivation of health care, education and opportunities to engage and participate in their communities.

People with autism have the same health problems as the general population. However, they may, in addition, have specific health-care needs related to autism or other co-occurring conditions. They may be more vulnerable to developing chronic noncommunicable conditions because of behavioural risk factors such as physical inactivity and poor dietary preferences, and are at greater risk of violence, injury and abuse.

People with autism require accessible health services for general health-care needs like the rest of the population, including promotive and preventive services and treatment of acute and chronic illness. Nevertheless, autistic people have higher rates of unmet health-care needs compared with the general population. They are also more vulnerable during humanitarian emergencies. A common barrier is created by health-care providers' inadequate knowledge and understanding of autism.

WHO resolution on autism spectrum disorders

In May 2014, the Sixty-seventh World Health Assembly adopted a resolution entitled Comprehensive and coordinated efforts for the management of autism spectrum disorders, which was supported by more than 60 countries.

The resolution urges WHO to collaborate with Member States and partner agencies to strengthen national capacities to address ASD and other developmental disabilities.

WHO and partners recognize the need to strengthen countries' abilities to promote the optimal health and well-being of all people with autism.

WHO's efforts focus on:

increasing the commitment of governments to taking action to improve the quality of life of people with autism;

providing guidance on policies and action plans that address autism within the broader framework of health, mental and brain health and disabilities;

contributing to strengthening the ability of the health workforce to provide appropriate and effective care and promote optimal standards of health and well-being for people with autism; and

promoting inclusive and enabling environments for people with autism and other developmental disabilities and providing support to their caregivers.

WHO Comprehensive mental health action plan 2013-2030 and World Health Assembly Resolution WHA73.10 for "global actions on epilepsy and other neurological disorders" calls on countries to address the current significant gaps in early detection, care, treatment and rehabilitation for mental and neurodevelopmental conditions, which include autism. It also calls for counties to address the social, economic, educational and inclusion needs of people living with mental and neurological disorders, and their families, and to improve surveillance and relevant research.

1. Global prevalence of autism: A systematic review update. Zeidan J et al. Autism Research 2022 March.

2. Wakefield's affair: 12 years of uncertainty whereas no link between autism and MMR vaccine has been proved. Maisonneuve H, Floret D. Presse Med. 2012 Sep; French ( https://www.ncbi.nlm.nih.gov/pubmed/22748860).

3. Lancet retracts Wakefield's MMR paper. Dyer C. BMJ 2010;340:c696. 2 February 2010 (https://pubmed.ncbi.nlm.nih.gov/20124366/)

4. Kmietowicz Z. Wakefield is struck off for the "serious and wide-ranging findings against him" BMJ 2010; 340 :c2803 doi:10.1136/bmj.c2803 ( https://www.bmj.com/content/340/bmj.c2803)

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Autism spectrum disorders (ASD) are a diverse group of conditions. They are characterised by some degree of difficulty with social interaction and communication. Other characteristics are atypical patterns of activities and behaviours, such as difficulty with transition from one activity to another, a focus on details and unusual reactions to sensations.

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FSU CARD is an awesome resource that can help parents connect with therapy providers at no cost to the parents. Also providing parents with newly diagnosed children information and counseling.

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FSU Center for Autism and Related Disabilities – FSU Center for Autism and Related Disabilities

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THANK YOU to our 7th Annual Kickin’ It for Autism Soccer Clinic SPONSORS. We appreciate your support!

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The Florida health department provides basic information about autism, but also provides links to organizations that provide help to families in Florida.

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The Asperger/Autism Network (AANE) helps people with Asperger's or similar autism spectrum disorders and neurodiverse profiles build meaningful, connected lives. They provide individuals, families, and professionals with information, education, community, support, and advocacy.

The Autism Society of Florida (an affiliate of the national Autism Society) strives to assure full participation and self-determination in every aspect of life for people across the autism spectrum. The society offers individuals, families, and professionals information on autism throughout the lifespan, resources and support groups, and initiatives for advocacy and training.

Autism Speaks is dedicated to promoting solutions, across the spectrum and throughout the life span, for the needs of individuals with autism and their families. This is carried out through advocacy and support, increasing understanding and acceptance of people with autism, and advancing research into causes and better interventions for autism spectrum disorder and related conditions. Autism Speaks offers information specifically for those experiencing a new autism diagnosis.

The Center for Autism and Related Disabilities (CARD) provides support and assistance with the goal of optimizing the potential of people with autism and related conditions. The CARD website provides information that connects families to local, state, and federal agencies, support groups, and training on how to work effectively with individuals with autism and related conditions.

The Dan Marino Foundation is a non-profit organization that partners with Miami Children's Hospital to create the Nicklaus Children's Hospital Dan Marino Outpatient Center. The center is a comprehensive evaluation and treatment center for children with autism and other special needs.

Family Initiative works to develop an individualized plan to celebrate a child's abilities and help them advance using a multi-disciplinary approach to promote growth and ensure they survive.

The Florida Department of Financial Services, Division of Consumer Services hosts a website for individuals with ASD and their families. This website offers resources and support on insurance policies and benefits available to individuals diagnosed with ASD.

The US Autism Association's mission is to provide opportunity for all individuals on the autism spectrum to achieve their fullest potential. The association works towards their goal by expanding and enriching the autism community through education, training, resources, and connection to support for individuals and their families.

Support Groups:
Autism Society of Greater Orlando My Autism Connection Inc.
Parenting Asperger's Community

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On this page you will find additional Autism Resources.

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This site provides resources for adults with autism. Providing a way to be diagnosed as an adult and finding peers to interact with as an adult to learn socialization skills and make friends who understand them.

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Autism is a lifelong condition and the available, necessary supports change as you move through major life phases. Some people with autism maintain successful careers in demanding fields, but unfortunately statistics show that the majority of adults with autism are unemployed. The search for housing and residential supports can be challenging and transportation options can be limiting. The Autism Society of Florida understands the pressing need for supports and programs for people on the spectrum across the lifespan. Your quality of life may depend on ongoing supports that are specific to your educational, medical, social, recreational, family and employment needs.

Diagnosis

Diagnosing ASD in adults is often more difficult than diagnosing ASD in children. In adults, some ASD symptoms can overlap with symptoms of other mental health disorders, such as anxiety disorder or attention-deficit/hyperactivity disorder (ADHD).

Adults who notice signs and symptoms of ASD should talk with a doctor and ask for a referral for an ASD evaluation. Although testing for ASD in adults is still being refined, adults can be referred to a neuropsychologist, psychologist, or psychiatrist who has experience with ASD. The expert will ask about:

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Information about the adult's developmental history will help in making an accurate diagnosis, so an ASD evaluation may include talking with parents or other family members.

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Getting a correct diagnosis of ASD as an adult can help a person understand past challenges, identify his or her strengths, and obtain the right kind of help. Studies are now under way to determine the types of services and supports that are most helpful for improving the functioning and community integration of transition-age youth and adults with ASD.

Diagnosis of Adults with Autism Can Be Elusive

The Autism Society of Florida has had requests from adults across the state looking for psychologists who evaluate adults for autism. We reached out to self-advocates and family members for your recommendations and have put them below. This list will grow with time.

Dr. Rabia Subhani

drrabia.com

Prosper Health

https://www.prosperhealth.io/

Leon County

Duval County
https://www.claritypsychtesting.com/
Jacksonville

Brevard County

Volusia County

Orange County Krista Marchman, Clinical Psychologist

kmm@drkmarchman.com
www.drKmarchman.com

Dano Leli, Clinical Neuropsychologist
Maitland Psychology
407-628-5354
www.MaitlandPsychology.com

Neurocognitive Consultants of Orlando
https://www.theneuroco.com/

Seminole County Robert Cohen, Clinical Neuropsychologist (adults)
Neurocognitive Consultants

Dr. Robyn Cohen, Clinical Neuropsychologist (children and teens)
(407)-920-8321
https://www.neurocognitiveconsultants.com

Winter Springs
James Adam McCracken, PhD, LLC
Winter Springs
407 695-3664 x4

Tampa Area

Dr. Brittany Zern

Polk County

Palm Beach County

Miami-Dade/Broward
Neurocognitive Consultants

Plantation 954-306-8819

Dr. Megan Lavado, Psy.D.
Aventura
dr.lavadopsyd@gmail.com
305-697-8997

Check out online forums. Wrong Planet is the largest forum for autistic individuals to communicate.

To help doctor visits go smoother researchers have created the Autism Healthcare Accommodations Tool (AHAT), which generates a customized report to give to your healthcare provider. It includes information to foster effective communication between you and your doctor, and help you better tolerate an exam. The also includes helpful checklists, worksheets, and tips for your appointments. website

Reconnect to your inner artist. Art can be a powerful way to communicate and express yourself on your own terms. Consider participating in online or in-person programs. For example, The Art of Autism is a non-profit organization that features art, poetry, photography, video, and blog posts created by autistic individuals. For inspiration, check out , which features the artwork and poetry of 77 artists on the autism spectrum. The Art of Autism: Shifting Perceptions

The Simons Foundation Autism Research Initiative created an editorially independent and super informative publication called Spectrum , which features news, articles, and webinars.

The Autistic Self Advocacy Network (ASAN) is a nonprofit organization "created to serve as a national grassroots disability rights organization for the autistic community, advocating for systems change and ensuring that the voices of autistic people are heard in policy debates and the halls of power."

The Autistic Women & Nonbinary Network (AWN) focuses on providing "community, support, and resources for Autistic women, girls, nonbinary people, and all others of marginalized genders."

RESOURCE LINK : Florida Association of Centers for Independent Living : CIL's are community-based, consumer-driven, non-profit organizations whose mission is to provide services, supports and information to persons with disabilities so they can live independently and achieve their personal, professional and educational goals.

Self-advocacy involves making and expressing your own life decisions and choices. It refers to an individual's ability to effectively communicate, convey, negotiate, or assert his or her own interests, desires, needs, and rights. Self-Advocacy: Know Yourself, Know What You Need, Know How to Get It

Information and Technical assistance on the AMERICANS WITH DISABILITIES ACT

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Adults with Autism | Autism Society of Florida | United States

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Academic supports are never one-size-fits all. Teachers can best support autistic students when they have a range of strategies to choose from. As a general principle, interventions that provide predictability, support, and empowerment, while also reducing anxiety and building on strengths, are effective. When applied in the classroom, such interventions enable autistic students to best demonstrate what they know. These eight strategies put this principle into practice. For teachers who will be working with autistic students this fall, read on to learn more about these approaches and find a handy infographic to use as a guide!

1. Priming

Priming is a method of preparing autistic students for an activity that they will be expected to complete by allowing them to preview the activity beforehand. Priming sets the student up for success by providing them predictability, which also reduces anxiety. During priming, the student previews the materials that will be used in an upcoming activity, such as a worksheet, outline for a project, or schedule of events that will occur. Priming is not a time for teaching or reviewing the content of an activity or having the student actually complete the activity. Priming should occur in short, concise time periods in an environment that is relaxing for the autistic student, and it should be led by a person who is patient and supportive. When priming is effective, it reduces barriers for the student and enables them to fully engage in the activity when the time comes.

2. Making accommodations and modifications

Many autistic students require assignment accommodations and modifications in order to be successful at school. Modifying assignments can be accomplished easily without drawing undue attention to the student. The particular modifications may differ based on individual students' strengths and needs, but some examples of modifications include:

Reformatting assignments to distinguish relevant details from irrelevant details

Grouping like questions together on quizzes and tests

Allowing additional time for the student to complete tasks

Allowing the student to use alternative methods to demonstrate understanding (oral vs. written report, creating a pamphlet or PowerPoint presentation, etc.)

Shortening tasks or reducing the number of tasks the student is expected to complete

Outlining precisely what information the student is expected to learn from reading

Providing graphic organizers and concrete strategies for assignments

Giving the student a model to follow of what is expected on assignments

Providing pre-highlighted texts and/or study guides

Identifying the information that the student will be responsible for on upcoming tests

Sharing a model of what is expected on assignments or a list of grading criteria

Modifications and accommodations like these do not excuse the autistic student from completing their work or diminish the academic rigor. Rather, they are designed to give the student access to the content and/or skill at the center of the assignments.

3. Visual supports

Visual supports help autistic students focus on the task at hand by providing clarity, supporting focus, and providing predictability. Some visual supports include image-based information. Other visual supports provide written versions of information that is otherwise either implied or conveyed through speech only. Depending on the type of support, visual supports can help autistic students understand "hidden" school rules and expectations as well as supporting those who experience challenges with auditory processing or executive function. Using additional visual strategies, such as color-coding, can help make the information even more clear. Some examples of visual supports include:

Map of school outlining the student's classes

List of classes, room numbers, books, and other supplies needed

List of teacher's expectations and routines for each class

Schedule of activities within the class

Sample models of assignments, with important requirements demarcated

List of test reminders

List of schedule changes

List of homework assignments

4. Home base

A home base is a place where an autistic student can go to plan or review daily events, regain control and calm after a meltdown, and/or escape the stress of the current environment. It can be located at home or at school. It is important that the student perceives home base as a positive and reassuring environment. For some students, it may be necessary to schedule the use of home base as a regular part of the day. For example, at the beginning of the day, home base can serve to preview the day's schedule, introduce and get familiar with changes in the typical routine, ensure that materials are organized, or prime the student for specific subjects. Home base is also effective when scheduled after a particularly stressful activity or task. Home base may contain items determined to help facilitate self-calming, such as a bean bag chair, weighted blanket or vest, or mini-trampoline. Home base is never to be used as a punishment, a timeout, or an escape from tasks and activities.

5. Handwriting modifications

Fine motor skills, such as handwriting, are a challenge for many autistic people. Teachers must take this into consideration and make appropriate accommodations for autistic students. Examples of accommodations include:

Asking a student to only write key words in response to a question, rather than complete sentences. (Some autistic students may not respond well to this accommodation, as it breaks grammatical rules.)

Modifying assignments and tests to incorporate multiple-choice, fill-in-the-blank, matching, and/or short-answer questions, rather than essay questions

Letting the student underline or highlight answers to questions within a reading passage, rather than having to write out the answers

Allowing the student to use a computer or smart device to type information, rather than writing it by hand

Permitting the student to verbally express information and tape record it, rather than writing it by hand

Allowing the student to state information to a scribe, such as a peer, aide, etc.

Supplying the student with a teacher-made outline of main ideas and key points from readings and/or presentations

6. Choice-making

Choice-making is a strategy in which small choices and decisions are embedded into daily routines and activities. This strategy allows autistic students to have some control over events in their life. While this is important for everyone, it can be particularly beneficial for autistic students because it provides predictability and agency. Many opportunities are available throughout the day to give autistic students choices. Choice-making does not mean that a student gets to decide if they want to complete an assignment. Rather, it gives student control over other aspects of the learning process. For example, the student could choose what color pen or pencil to use when completing the assignment. However, when providing choices, it is important to keep the individual student in mind. Sometimes, students who usually have the ability to make choices cannot do so under stressful situations or if the choices are not appealing to them. In these cases, offering choices could inadvertently increase stress instead of benefiting the student.

7. Incorporation of special interests

Many autistic individuals have specific topics or subject areas that they are particularly interested in. Autistic students tend to enjoy learning more about their special interests and are motivated by them. Incorporating these special interests into the autistic student's curriculum is one way of making tasks interesting when they may initially seem overwhelming or meaningless. Of course, based on the curriculum, it is not always possible for teachers to incorporate a student's special interest in this way. But when it is possible and when it can facilitate a student's ability to learn a new concept, teachers can consider opportunities to incorporate this strategy into a lesson or activity.

8. Homework considerations

Homework may present major concerns to autistic students. For example:

Homework often requires handwriting, which can be cognitively and physically challenging for autistic students.

Many autistic students have to work hard to remain emotionally composed throughout the school day and, therefore, arrive home exhausted. These students may need their afternoons and evenings to relax and recharge without additional demands.

Autistic students may have additional activities in the afternoons or evenings, such as attending social skills groups.

As a result, homework should be considered on an individual basis for each student, and any decision should incorporate the student, school team and additional service providers, and parents. Teachers can consider whether homework should be assigned, completed during a designated time during the school day, waived, and/or modified. Teachers should also consider how they can make assignments more accessible for the autistic student.
These strategies are adapted from An Educator's Guide to ASD (Level 1 Supports) . This guide and other guides for educators may be downloaded for free from our Resources page. Educators may also order up to two physical copies of each guidebook for free from our Store.

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8 Academic Supports for Autistic Students | OAR

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Academic supports are never one-size-fits all. Teachers can best support autistic students when they have a range of strategies to choose from. As a general principle, interventions that provide predictability, support, and empowerment, while also reducing anxiety and building on strengths, are effective.

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Autism Spectrum Disorder, Causes, Signs and Symptoms, Diagnosis and Treatment

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Tips to support children with autism spectrum disorder (ASD)

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Understanding Autism in the Classroom

When it comes to creating an inclusive classroom environment, it's important to have a deep understanding of autism and its impact on students. This section will provide an overview of what autism is and how it manifests in the classroom setting.

What is Autism?

Autism, or Autism Spectrum Disorder (ASD), is a neurodevelopmental disorder that affects individuals in various ways. It is characterized by challenges in social interaction, communication, and repetitive behaviors. While autism is a lifelong condition, early intervention and support can greatly improve the quality of life for individuals on the spectrum.

Autism is a spectrum disorder, meaning that it presents differently in each individual. Some individuals may have mild symptoms and be highly functional, while others may have more significant challenges that require additional support. It's important to recognize and respect the unique strengths and needs of each student with autism.

Autism Spectrum Disorder (ASD) in the Classroom

In the classroom setting, students with autism may face specific challenges that can impact their learning experience. These challenges can vary widely depending on the individual, but common areas of difficulty include social interactions, communication, sensory sensitivities, and executive functioning skills.

Students with autism may struggle with understanding and interpreting social cues, making it challenging for them to develop and maintain relationships with peers. They may have difficulty with verbal and non-verbal communication, such as understanding sarcasm or body language cues. Sensory sensitivities are also common, where certain sounds, lights, or textures can be overwhelming or distracting.

Additionally, executive functioning skills, such as organization, time management, and problem-solving, may pose challenges for students with autism. These difficulties can impact their ability to stay focused, complete tasks independently, and adapt to changes in routine.

It's important for educators to be aware of these challenges and provide appropriate support and accommodations to help students with autism thrive in the classroom. By understanding the unique needs of each student with autism, educators can create a more inclusive and supportive learning environment for all students.

Recognizing the Challenges

In order to create an inclusive classroom environment for students with autism, it is crucial to recognize and understand the challenges they may face. By being aware of these challenges, educators can implement appropriate strategies and support systems to ensure the success of these students. Two common challenges faced by students with autism are sensory sensitivities and overstimulation.

Common Challenges Faced by Students with Autism

Students with autism often encounter a range of challenges that can impact their learning and overall experience in the classroom. While every individual with autism is unique, there are some common challenges that many students may face:

‍ Common Challenges

‍Difficulty with social interactions

Communication difficulties

Sensory sensitivities

Repetitive behaviors

Difficulty with transitions

Executive functioning challenges

Special interests or fixations

Understanding these challenges helps educators tailor their approach to meet the specific needs of students with autism, fostering a supportive and inclusive learning environment.

Sensory Sensitivities and Overstimulation

Sensory sensitivities are a hallmark characteristic of autism. Many individuals with autism experience heightened sensitivity to sensory stimuli, such as sound, light, touch, taste, and smell. In a classroom setting, these sensitivities can lead to overstimulation and make it challenging for students with autism to focus and engage in learning.

Sensory Stimuli Impact on Students with Autism

Sensory Stimuli Impact on Students with Autism

Sensory Stimuli

Impact on Students with Autism

Loud noises

May cause distress, anxiety, or meltdowns

Bright or flickering lights

Can be visually overwhelming or distracting

Certain textures or clothing materials

May cause discomfort or irritation

Strong smells or odors

Can be overwhelming and impact concentration

Crowded or cluttered spaces

May lead to feelings of being overwhelmed

To address sensory sensitivities and alleviate overstimulation, educators can implement strategies such as:

Providing a quiet area or designated sensory space where students can retreat when feeling overwhelmed.

Using noise-cancelling headphones or earplugs to minimize auditory distractions.

Adjusting lighting by using natural light or reducing harsh fluorescent lighting.

Allowing the use of fidget toys or stress balls to provide sensory input and promote self-regulation.

Offering alternatives for students who may find certain textures or clothing uncomfortable, such as providing soft seating options or allowing them to wear comfortable clothing.

By recognizing the challenges associated with autism, especially sensory sensitivities and overstimulation, educators can make informed decisions and create an inclusive classroom environment that supports the diverse needs of students with autism.

Creating an Inclusive Classroom Environment

To ensure an inclusive learning environment for students with autism, educators must focus on promoting understanding and acceptance while also modifying teaching strategies and materials to meet their unique needs.

Promoting Understanding and Acceptance

Promoting understanding and acceptance of students with autism is essential in creating an inclusive classroom environment. By educating both students and teachers about autism, misconceptions and stereotypes can be dispelled, fostering a more inclusive and supportive atmosphere.

Teachers can organize autism awareness sessions or invite guest speakers who can share their experiences and insights. This can help create empathy and encourage acceptance among students. Additionally, incorporating books, videos, or other resources that highlight diverse perspectives on autism can further enhance understanding and promote acceptance.

Modifying Teaching Strategies and Materials

Modifying teaching strategies and materials is crucial for accommodating the diverse learning styles and needs of students with autism. Implementing the following strategies can support their educational journey:

Individualized Instruction:

Tailoring instruction to meet the specific needs of students with autism is essential. This may involve providing clear and concise instructions, breaking down complex tasks into smaller steps, and offering additional support as needed. Individualized instruction allows students to progress at their own pace and ensures they receive the necessary support to succeed.

Visual Supports:

Visual supports can significantly benefit students with autism by providing additional structure and clarity. Using visual aids such as visual schedules, visual cues, and visual organizers can help students understand expectations, transitions, and daily routines. This visual support helps reduce anxiety and increases their independence and engagement in the classroom.

Assistive Technology:

Assistive technology can assist students with autism in various ways. Tools such as speech-to-text software, graphic organizers, or communication apps can enhance communication skills and support their learning process. It is important to assess the individual needs of each student and provide appropriate assistive technology that aligns with their strengths and challenges.

Modifying teaching strategies and materials not only benefits students with autism but also enhances the learning experience for all students in the classroom. By creating an inclusive environment that recognizes and supports the diverse needs of students with autism, educators can foster a positive and nurturing learning experience for everyone.

Effective Strategies for Supporting Students with Autism

When it comes to creating an inclusive classroom environment, it is essential to implement effective strategies that support students with autism. By employing these strategies, educators can help students with autism thrive academically and socially. Here are three key strategies to consider:

Communication and Social Skills

Effective communication and social skills are vital for students with autism to navigate the classroom environment successfully. Teachers can employ various strategies to support the development of these skills:

Encourage peer interactions: Facilitate opportunities for students with autism to engage with their peers through group activities, cooperative learning, and partner work.

Teach explicit social skills: Provide explicit instruction on social skills, such as initiating conversations, taking turns, and reading non-verbal cues. Use visual aids and role-playing exercises to enhance understanding.

Utilize visual supports: Visual supports, such as social stories, visual schedules, and social scripts, can assist students with autism in understanding and navigating social situations.

Visual Supports and Schedules

Visual supports and schedules are powerful tools for students with autism, as they provide visual cues and predictability, which can help reduce anxiety and support learning. Consider implementing the following strategies:

Visual schedules: Create visual schedules that outline the daily routines and activities, providing a clear structure and helping students with autism anticipate what comes next.

Visual aids: Use visual aids, such as charts, diagrams, and graphic organizers, to support comprehension and organization of information.

Visual cues: Incorporate visual cues, like color-coded instructions or visual prompts, to aid understanding and reinforce expectations.

Sensory-Friendly Classroom Design

Creating a sensory-friendly classroom environment is crucial for students with autism, as they often experience sensory sensitivities and may become overwhelmed by certain stimuli. Consider the following strategies to make the classroom more sensory-friendly:

Lighting: Use natural lighting whenever possible, and minimize fluorescent lighting, which can be harsh and overstimulating. Provide options for adjustable lighting levels to accommodate individual needs.

Noise reduction: Minimize unnecessary noise by using noise-cancelling headphones or providing quiet spaces for students to retreat to when feeling overwhelmed.

Sensory breaks: Designate a sensory area in the classroom where students can take sensory breaks and engage in calming activities, such as using stress balls or sensory bins.

Implementing these strategies can help create an inclusive and supportive classroom environment for students with autism. By focusing on communication and social skills, utilizing visual supports and schedules, and designing a sensory-friendly classroom, educators can empower students with autism to thrive academically and socially.

Collaborating with Parents and Professionals

When it comes to creating an inclusive classroom environment for students with autism, collaboration between parents and professionals plays a crucial role. By working together, they can provide the necessary support and resources to help students with autism thrive in the classroom. Two important aspects of this collaboration are building a supportive network and developing individualized education plans (IEPs) and 504 plans.

Building a Supportive Network

Building a supportive network is essential for ensuring the success of students with autism. This network typically includes parents, teachers, special education professionals, and other relevant individuals. By fostering open lines of communication and collaboration, the network can share valuable insights and strategies to support the student's learning and development.

Regular communication between parents and teachers is key to understanding the unique needs of the student. Parents can provide valuable information about their child's strengths, challenges, and preferences. Teachers, on the other hand, can share their observations and strategies that have proven effective in the classroom. Together, they can form a comprehensive understanding of the student's needs and work towards common goals.

Additionally, involving special education professionals, such as autism specialists or speech therapists, can provide additional expertise and guidance. These professionals can offer insights into effective teaching strategies, accommodations, and interventions that can benefit the student. By working together as a supportive network, parents and professionals can ensure a holistic approach to supporting students with autism in the classroom.

Individualized Education Plans (IEPs) and 504 Plans

Individualized Education Plans (IEPs) and 504 Plans are formalized documents that outline the specific accommodations, modifications, and support services that a student with autism requires in the classroom. These plans are developed collaboratively by parents, teachers, and other professionals, and are tailored to meet the unique needs of the student.

An IEP is typically designed for students who qualify for special education services under the Individuals with Disabilities Education Act (IDEA). It outlines the student's present level of performance, specific goals and objectives, and the support services and accommodations that will be provided. This plan ensures that the student receives the necessary support to access and make progress in the general education curriculum.

On the other hand, a 504 Plan is developed under Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination based on disability. This plan provides accommodations and modifications to ensure equal access to education for students with disabilities, including autism. While a 504 Plan may not have the same level of detail as an IEP, it still outlines the specific accommodations and supports that the student requires to succeed in the classroom.

Both IEPs and 504 Plans require collaboration between parents, teachers, and other professionals to develop and implement. They provide a framework for ensuring that the student's needs are met and that they have an equal opportunity to succeed academically and socially.

By collaborating with parents and professionals, educators can create a supportive network and develop individualized plans that cater to the unique needs of students with autism. This collaboration is vital for creating an inclusive classroom environment where every student can thrive.

Collaborating with Parents and Professionals

Individualized Education Plans (IEPs) and 504 Plans

Collaboration between parents, educators, and professionals is essential in creating an inclusive classroom environment for students with autism. By working together, we can ensure that the unique needs of each student are met effectively. Here are some key aspects of collaboration that can contribute to the success of students with autism.

Building a Supportive Network

Establishing open lines of communication and building a supportive network is crucial. Parents play a vital role in providing valuable insights about their child's strengths, challenges, and individual needs. By actively involving parents in the educational journey, educators can gain a deeper understanding of the student's abilities and preferences. This collaboration allows for consistent support and reinforces the home-school partnership.

Additionally, connecting with professionals who specialize in autism can provide valuable guidance and resources. These professionals, such as speech therapists, occupational therapists, and behavior analysts, can offer expertise and strategies to support students with autism in the classroom. Collaborating with these professionals ensures a comprehensive approach to meeting the student's needs.

Individualized Education Plans (IEPs) and 504 Plans

Individualized Education Plans (IEPs) and 504 Plans are formal documents that outline the specific accommodations and support services needed for students with disabilities, including autism. These plans are developed collaboratively by parents, educators, and other professionals, and they provide a roadmap for meeting the unique educational needs of the student.

IEPs are designed for students who qualify for special education services under the Individuals with Disabilities Education Act (IDEA). These plans outline the student's present levels of performance, annual goals, accommodations, modifications, and related services. The IEP team, including parents, educators, and professionals, works together to create an individualized plan that addresses the student's academic, social, and behavioral needs.

504 Plans, on the other hand, are developed under Section 504 of the Rehabilitation Act of 1973. These plans provide accommodations and support services to students who have a disability that substantially limits one or more major life activities, such as learning or social interaction. While 504 Plans do not provide specialized instruction like IEPs, they ensure equal access to education by removing barriers and providing necessary accommodations.

Both IEPs and 504 Plans are valuable tools for ensuring that students with autism receive the support they need to succeed in the classroom. By collaborating with parents and professionals, educators can develop comprehensive plans that address the individualized needs of each student.

In conclusion, collaboration between parents, educators, and professionals is crucial in creating an inclusive classroom environment for students with autism. Building a supportive network and developing individualized plans, such as IEPs and 504 Plans, ensures that the unique needs of students with autism are met effectively. Working together, we can provide the necessary support and resources to help these students thrive academically, socially, and emotionally.

FAQs

As educators, we often have questions about how to best support students with autism in the classroom. Here are some frequently asked questions and answers:

What should I do if a student with autism becomes overwhelmed or has a meltdown in the classroom?

If a student with autism becomes overwhelmed or has a meltdown in the classroom, it is important to remain calm and provide support. This may include removing the student from the situation if necessary, providing a quiet space for them to calm down, and offering sensory tools such as headphones or fidget toys.

How can I help students with autism who struggle with transitions between activities?

Students with autism may struggle with transitions between activities due to difficulty adjusting to changes in routine. Providing visual schedules and cues can be helpful for preparing students for upcoming changes. Additionally, providing warnings before transitions occur and offering preferred activities after difficult transitions can motivate students to transition more smoothly.

Should I use punishment or negative consequences for challenging behaviors exhibited by students with autism?

It is not recommended to use punishment or negative consequences for challenging behaviors exhibited by students with autism. Instead, it is important to understand that these behaviors are often communication of an unmet need or a reaction to sensory overload. Teachers should work collaboratively with parents and professionals to identify triggers for challenging behaviors and develop positive behavior support plans that focus on reinforcing appropriate behavior.

Can technology be used as a tool for supporting students with autism in the classroom?

Yes, technology can be an effective tool for supporting students with autism in the classroom. There are many apps and programs designed specifically for individuals with ASD that can be used to improve communication skills, social skills, and academic performance. However, it is important to ensure that technology use does not replace human interaction or become a distraction from learning.

Conclusion

Supporting students with autism in the classroom requires understanding the unique challenges that they may face and implementing strategies to address those challenges. By creating a structured and predictable environment, using clear and concise language, providing sensory input opportunities, fostering positive social interactions, and collaborating with parents and professionals, we can help ensure that all students have the support they need to succeed.

Sources

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Autism in the Classroom: Understanding and Supporting Students

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When it comes to students with autism, it can be difficult to know how to best support them in the classroom. We will explore what autism is, how it affects students in the classroom, and strategies for supporting students with autism.

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Setting up your autism classroom correctly can increase skill acquisition and independence and lower stress and anxiety. According to Dr. Lori Ernsperger, an autism specialist with over twenty years of experience, "the best way to make sure your students learn well is to ensure that the physical layout of your classroom is maximized and workstations are clearly delineated."

Creating a well-designed classroom that has clearly defined work stations and visual cues can greatly increase the independence of your students. Make sure you have plenty of visual cues, reduce clutter, and as much as possible remove distracting visuals and auditory stimulation. Here are a few tips to help you set up your classroom from Dr. Ernsperger's book Keys to Success for Teaching Students with Autism.

Pay Special Attention to the Physical Layout
Before you start this process, begin by thinking about the "flow" of your classroom day. Think about the flow of students and staff as they transition around the classroom. Try to decrease waiting times. Furniture arrangement should support both small group and large group instruction and can create physical walkways that can facilitate smooth transitions.

Make sure to:
- Label each workstation, shelves, and cabinets with a picture and the corresponding word.
- Use furniture to partition off specific areas.
- Remove any furniture or materials that are not useful.
- Use colored tape to establish boundaries.

Try to design your class layout according to your class schedule. As you are setting up your classroom, make sure it supports your schedule. For example, an area with a tile floor is more appropriate for snack time rather than language arts.

Keep in Mind Sensory Stimulation
Sensory challenges are common with autistic students; try to minimize sensory stimuli as much as possible. Pay attention to lighting, windows, floor coverings and ceilings. Even small changes like lowering shades and turning down overhead lights can be helpful. Use carpets to reduce noise levels. Face desks away from windows or doors.

Get Rid of the Clutter
Many teachers are collectors once something comes into your classroom it never leaves! Does your classroom have unused furniture, old posters or items that don't serve a specific teaching purpose? If so now is the time to get rid of the clutter. Many students with autism pay attention to details and can miss the big picture. It would be a shame for them to focus on a nonteaching item instead of you. Take a minute, stand in the middle of your classroom and check to see if there are any posters, or items sitting out that don't serve a teaching purpose - if you see something that you will not use get rid of it.

Use Visuals to Increase Independence and Define Spaces
A picture is worth a thousand words - so use them. Label cabinets with words or pictures to visually show students how to put things away. Use a visual schedule to help your student understand the flow of the day. Many students with autism don't understand personal space. Define personal space by drawing masking tape outlines on the floor.

Have a Calm Down Area
Misunderstandings, over stimulation, or communication break downs can easily lead to frustration and even a meltdown. Prepare ahead of time for this by creating a calming area. This could be a desk with dividers by it or a small area in the corner of the classroom with a bean bag chair and some headphones. Ideally this area should have a few calming items your student enjoys and should never be used as a form of punishment. Make sure this area is free of distractions. Once the student is calm, use the break area to teach stress reduction techniques.

Organize Your Desk, Teaching Resources and Data Collection Materials
You must also provide an area for the staff to store their personal belongings, store resource materials, and provide for data collection. Try to reduce the number of teacher desks in the classroom. They often take up a large amount of valuable space; therefore, it is not always feasible for every staff member to have a desk. You may also want to keep personal belongings and unused teaching items in a locked cabinet. Also make sure it is as easy as possible for your staff to collect data. You may consider hanging clipboards on the wall or placing file folders in each of your centers.

For more tips on how to help your autistic students check out Dr. Ernsperger's book for practical guidance on effective classroom environments, curriculum development, instructional strategies, managing problem behaviors, data collection and building effective teams.

For more ideas check out our Teaching Supplies section.

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Set up your classroom to increase understanding, build skills, and support independence.

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Discovering that your child has autism can change your life tremendously. Notwithstanding your deep love for your child, parents can experience feelings of grief, anger, fear, and stress. Parents may worry that their vision for the child’s future has disappeared, that their relationship with their spouse will be strained, that the family will face mounting financial pressures. It’s natural to feel overwhelmed.

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15 Accommodations For Students With Autism

Autism is a neurological disorder that affects communication and social interaction. Students with autism often struggle in traditional classroom settings, but with the right accommodations, they can thrive academically and socially.

1. Sensory Breaks

Sensory overload can be overwhelming for students with autism. Providing sensory breaks throughout the day can help students regulate their sensory needs and improve their focus.

2. Visual Schedules

Visual schedules can help students with autism understand the structure of their day and reduce anxiety. A visual schedule can include pictures or symbols that represent different activities throughout the day.

3. Quiet Spaces

Quiet spaces can provide a safe and calming environment for students with autism to take a break from sensory overload or social interactions.

4. Noise-Cancelling Headphones

Noise-cancelling headphones can help students with autism block out distracting sounds and focus on their work.

5. Fidget Toys

Fidget toys can provide a sensory outlet for students with autism and improve their focus.

6. Preferential Seating

Placing students with autism in a quiet area of the classroom or away from distractions can help them focus on their work.

7. Positive Reinforcement

Positive reinforcement can motivate students with autism to complete tasks and improve their behavior. This can include verbal praise or rewards.

8. Clear Expectations

Clear expectations can reduce anxiety and confusion for students with autism. Teachers can provide clear instructions and expectations for assignments and classroom behavior.

9. Social Skills Training

Social skills training can help students with autism improve their communication and social interactions with peers.

10. Peer Mentors

Peer mentors can provide social support and guidance for students with autism in the classroom.

11. Breaks Between Activities

Breaks between activities can help students with autism transition between tasks and reduce anxiety.

12. Assistive Technology

Assistive technology, such as speech-to-text software or digital organizers, can help students with autism complete assignments and stay organized.

13. Modified Assignments

Modified assignments can help students with autism complete tasks at their own pace and level of understanding.

14. Individualized Education Plans (IEPs)

Individualized Education Plans (IEPs) can provide a customized education plan for students with autism that includes specific accommodations and goals.

15. Sensory-Friendly Classrooms

Sensory-friendly classrooms can create a safe and supportive environment for students with autism. This can include sensory-friendly lighting, seating, and materials.

In conclusion, providing accommodations for students with autism can help them succeed academically and socially. These 15 accommodations are just a few examples of the many ways that teachers can support students with autism in the classroom. By creating a supportive and inclusive environment, teachers can help students with autism reach their full potential.

What Is Autism Accommodation?

Accommodations for students with autism are modifications made to the learning environment or teaching methods to provide support and help them overcome challenges.

These accommodations can include changes in the classroom setup, instructional materials, communication, and behavior management strategies. The goal of accommodations is to create an inclusive learning environment that meets the unique needs of each student with autism.

Who Is Eligible To Receive Accommodations?

Any student with autism who is enrolled in a public or private school is eligible to receive accommodations under the Individuals with Disabilities Education Act (IDEA).

The law requires schools to provide free and appropriate public education (FAPE) to all students, including those with disabilities. To receive accommodations, students must first be evaluated by a qualified professional to determine their individual needs.

Once identified, the school must work with the student and their family to create an Individualized Education Program (IEP) that outlines specific accommodations and goals for academic and social success.

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15 Accommodations For Students With Autism

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Here are 15 accommodations that can help students with autism succeed in school.

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The vast majority of students with Asperger's (AS) and High Functioning Autism (HFA) receive their educational experiences predominantly in general education classrooms. Thus, general education teachers are primarily responsible for the education of these "special needs" students, although frequently with the support of special education teachers.

In many ways, students diagnosed with AS and HFA are well qualified to benefit from general classroom experiences. They typically have average to above average intellectual abilities, are motivated to be with their fellow classmates, and have good rote memory skills and other assets that bode well for their educational success. However, all too frequently, these young people have significant problems in academic performance, and some have learning disabilities. The reasons for these problems often are related to the social and communication deficits connected to AS and HFA.

==> Teaching Students with Aspergers and HFA

In addition to social and communication deficits, students on the autism spectrum exhibit:

concrete and literal thinking styles

difficulty applying skills and knowledge to solve problems

difficulty attending to salient curricular cues

difficulty in comprehending abstract materials (e.g., metaphors, idioms)

difficulty in discerning relevant from irrelevant stimuli

difficulty understanding inferentially-based materials

inflexibility

obsessive and narrowly defined interests

poor organizational skills

poor problem-solving skills

problems with generalizing knowledge and skills

These challenges make it difficult for them to benefit from general education curricula and instructional systems without support and accommodations. But, with suitable support, most of these "special needs" students can be successful in school, and many are able to attend college and enjoy a variety of successful careers.

Studies of academic achievement in AS and HFA students reveal the following:

in spite of being highly verbal, there are significant difficulties in understanding the orally-presented messages of others and arriving at logical solutions to routine and real-life problems

mathematics scores are low, especially in solving equations and answering mathematical calculation problems

mean academic achievement scores are within the average range

strengths tend to be in comprehension of factual material, and in the areas of oral expression and reading recognition

there are significant difficulties in the areas of problem-solving and language-based critical thinking

there is a relative weakness in comprehending verbally presented information

written language scores are significantly lower than oral expression scores

Many teachers fail to recognize the special academic needs of young people on the high-functioning end of the autism spectrum, because they often give the impression that they understand more than they do. Thus, their ability to word-call without having the higher-order thinking and comprehension skills to understand what they read, parrot-like responses, pedantic style, and seemingly advanced vocabulary may actually mask the deficits of these students.

Academic modifications essential for AS and HFA students are those that increase structure and predictability and also address their multifaceted needs. Specifically, these accommodations take into account some of the manifestations that are like learning disabilities and gifted-like traits that are evident in this population. Appropriate modifications, include:

1. priming
2. classroom assignment modifications
3. notetaking
4. graphic organizers
5. enrichment
6. homework

We will look at each of these in turn:

Priming was developed to:

bring predictability to new tasks and thereby reduce stress and anxiety

familiarize AS and HFA students with academic material prior to its use in school

increase their academic success

The actual materials that are used in a lesson are shown to the student the day, the evening, or even the morning before the activity is to take place. Priming also may occur just prior to an activity. A parent, resource teacher, or trusted peer can serve as a primer.

It is generally recommended that the actual teaching materials be used in priming. However, in some cases, priming can consist of introducing an upcoming task using a list or a description of the activities, not the actual materials. Priming is most effective when it is built into the student's routine. It should be done in an environment that is relaxing and should be facilitated by a primer who is both patient and encouraging. Finally, priming sessions should be short, providing a brief overview of the day's tasks in 10 to 15 minutes.

2. Classroom Assignment Modifications-

The amount of reading the student with AS or HFA is expected to complete should be evaluated. Students on the autism spectrum who sometimes read slowly and can't discern relevant from irrelevant information spend an inordinate amount of time concentrating on facts that will not be tested and are considered unimportant. Highlighted texts and study guides help these young people maximize their reading time. Teachers also should consider identifying the information the student is responsible to learn for an upcoming assignment or test.

Handwriting is a concern for many students with AS and HFA. Thus, teachers should offer these students several ways to demonstrate mastery, for example:

using the computer instead of a pen or pencil

giving verbal responses instead of written essays

creating a project rather than writing a report

completing a multiple-choice rather than a short-answer test

Many students with AS and HFA have difficulty taking notes in class. Often, motor problems prevent them from getting important content onto paper. Also, some of these students have difficulty listening and writing at the same time. Depending on the amount of assistance they need, the teacher can provide for the student:

the opportunity to use outlining software

a skeletal outline that he or she can use to fill in details

a peer-constructed outline

a complete outline including the main idea and supporting details

Graphic organizers highlight important concepts and display the relationship between them. They provide abstract or implicit information in a concrete manner. Graphic organizers can be used before, during, or after AS/HFA students read a selection, either as an advanced organizer or as a measure of concept attainment.

Three commonly used graphic organizers are semantic maps, analogy graphic organizers, and timelines. The focal point of the semantic map is the key word or concept enclosed in a geometric figure (e.g., circle or square) or in a pictorial representation of the word or concept. Lines or arrows connect this central shape to other shapes. Words or information related to the central concept are written on the connecting lines or in the other shapes. As the map expands, the words become more specific and detailed. For AS and HFA students who are younger or who require additional cues, semantic maps can use pictures for the key words or concepts.

An analogy graphic organizer contains two concepts and their attributes. The teacher and student define how the two concepts are alike and how they differ, then draw a conclusion. Often the teacher has to assist the student in identifying attributes by presenting choices (either written or pictorial) from which he or she can select. This task can be completed individually, in small groups, or with an entire class.

Timelines provide benchmarks for completing tasks and thereby aid AS and HFA students in budgeting their time. Timelines consist of a list of steps needed to complete the task with affiliated due dates. This visual representation enables the student and teacher to monitor progress toward project completion. Ideally, teachers enlist the aid of moms and dads in developing and monitoring timelines to ensure student follow-through at home.

Research has shown that a greater percentage of students with AS and HFA have IQs in the superior range than is found in the general population. Thus, these young people benefit from enrichment activities because they already have mastered age-appropriate academic content. Enrichment activities can consist of having them learn the same content in much more depth and detail than their "typical" peers, or introducing new topics that usually are presented to older students.

Teachers and moms and dads should work together to determine whether homework should be assigned, and if so, how much. Because students with AS and HFA need structure, it is often best for the teacher to assign tasks that they can complete in the structured school environment.

If homework is assigned, an assignment notebook and a parent-teacher communication system will help moms and dads monitor their youngster's homework. In some cases, parents may have to model the task for their child, so teachers should ensure that the moms and dads understand their youngster's homework. To facilitate home-school communication, some schools have established a "homework line" that students and parents can call to hear an overview of assigned work. This system is ideal for students on the spectrum.

More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's
==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism
==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance
==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism
==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

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Effective Academic Accommodations for Students with Asperger's and High-Functioning Autism

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A blog about raising children and teens with Asperger's and High-Functioning Autism.

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Let's be honest: parenting is hard. The number of things a parent needs to think about and consider daily, or even hourly, regarding their children can be immense. Plus, consider how every child is unique with different skills and needs. Mastering the caretaker role for each child is difficult with those factors in mind. Parenting children that are not neurotypical can be even more of a challenge because classic parenting strategies may not apply. So how can parents cope when their child's needs may require additional attention?

The word accommodate means "to make space." When we use accommodations for someone, we make space for their needs. Using accommodations in the home for children with autism can be extremely helpful for children and parents. The right accommodations can keep children comfortable and at peace while helping parents more effectively manage their lives.

However, it is essential to remember that every child is unique. Therefore, not all accommodations will work effectively with every child. Just like adjusting expectations and strategies for parenting with neurotypical children, parents should plan to adjust accommodations for their child with autism to suit their child and the family's needs.

Top sensory accommodations for students with autism

Sensory accommodations for school

Children with autism can be easily overwhelmed by sensory stimuli at home which can be amplified when they transition to the school setting. Schools and classroom teachers can make modifications to the school setting to better accommodate your child's needs, just as you make accommodations for them at home. These tools can help your child focus in the classroom, become comfortable with their surroundings, and feel at peace with the changes in their daily lives.

Preferential seating

Sensory input and sensitivity to stimuli can make a child with autism become easily distracted in the classroom setting. Being intentional with seating arrangements can help mitigate distractions and help your child remain focused and calm. Depending on your child's specific needs, the teacher may recommend having your child sit close to where they give instructions to help maintain your child's attention. Or, their seat may need to be away from certain students that provide additional distractions. They may need to be moved away from the heater or the air conditioner if they make too much noise. As your child and teacher get to know each other better, their seat may need to be moved to best suit their needs and aid in their learning.

Allow fidget toys

Stimming behavior is how a child with autism processes sensory input. There are a lot of new noises, sounds, and smells in the school setting, and your child will need to learn to process all that is around them. Teachers allowing a fidget toy may help with this learning curve. Although it is important to remember, there is a fine line between a toy that helps your child process their environment and a toy that distracts other children around them. Work with your child's teacher to find a toy that is an outlet for your child, but quiet enough so as to not disturb others.

Flexible seating

Traditional classroom settings have students sitting at desks all in a row facing the blackboard. New research shows this isn't an ideal setup for neurotypical children, let alone children on the autism spectrum. Classrooms that allow for flexible seating arrangements are great for children with sensory processing difficulties. Flexible seating could be standing desks with stools as a seating option. It could be chairs that rock or even a yoga ball that can bounce. Students can sit at low tables on the floor, or on couches with coffee tables. There are many types of seating arrangements that can be found in the common classroom. Work with your teacher to find the best seating solution for your child to keep them focused, calm, and at peace.

Breaks

Providing children with scheduled learning breaks, or spontaneous breaks as needed, is crucial in the classroom setting. Students spend much of their day listening and processing new information. Giving children breaks allows for them to destress and regulate their emotions, before continuing with another task.

Limit distractions

Sensory sensitivity can provide all kinds of distractions in the school setting. Unlike at home, it is much harder to adjust the lighting and change the color scheme of a classroom each year. However, it is still important for the teacher to be aware of the types of triggers your child has in regards to stimuli. Noise-canceling headphones can be a wonderful tool if your child is sensitive to extra noise. Or, if your child is overly stimulated by colors, the teacher might recommend moving your child to an area of the classroom without extra posters or decorations. Any information you can share with the teacher about triggering stimulus for your child can be helpful to their teacher.

Parent accommodations

In addition to all the sensory accommodations and suggestions listed above, it is important to remember that you know your child best. Your child's teacher will appreciate the insight you can provide into what makes your child tick and what keeps your child feeling calm and comfortable. Communication with your child's teacher will be key in creating a successful accommodation plan.

Sensory accommodations for home

Sensory input is when one or more of the senses is stimulated by the environment. Sensitivity to sensory input is common for children with autism. These sensitivities can manifest as discomfort with loud noises, bright colors, fabric choices, or other various stimuli. When there is a sensory overload or sensitivity, children can act out or shut down completely. Utilizing sensory accommodations in the home can help keep children calm and at peace with their home environment.

Build a sensory room

Creating an area or room in your home dedicated to your child's sensory needs can be really helpful. A sensory room gives them a safe space to calm down and refocus from other stimuli when they need it. You can add sensory materials that best suit your child's needs. Some items to consider? A swing, slide, ball pit, climbing equipment for gross motor skills, and bins of smaller sensory items kept in an orderly, organized manner.

Choose a calming color scheme

Some individuals with autism see colors with more intensity than others, which can be overwhelming. Consider decorating your home with muted colors and a monochromatic color scheme to avoid overstimulation.

Be aware of excess noise

Noises can be very distressing to individuals with autism. They have a heightened awareness of sounds, and often sounds that seem normal to you can cause them discomfort. Though it is not possible to shield your child from every sound that bothers them, there are some things you can do to mitigate the stressors.

First, consider carpet over hardwood flooring, or invest in some rugs. If possible, add additional sound-absorbing insulation to your child's bedroom to help block out excess noise at night. Keep noise-canceling headphones handy for your child to use when they become overstimulated.

Finally, try to schedule "quiet breaks" for your child, where you move them to a space with limited additional noise.

Choose natural lighting

Bright, fluorescent lighting can be very bothersome to a child with autism. Fluorescent bulbs, in particular, also flicker slightly, which can also cause additional stress. Consider using natural lighting in your home whenever possible to provide a more calming environment.

Keep an organized space

Another effective accommodation is to streamline your space and schedule as much as possible. Children with autism tend to thrive on routine and knowing what to expect. The chaos that clutter causes can be very overstimulating. Keeping your home organized and streamlined helps not only your child but can also help the stress of other family members. Additionally, keeping a schedule as consistent as possible for your child can help them feel secure, calm, and prepared.

Reduce unnecessary scents

Scent sensitivity is also a common condition for someone with autism. Like bright lights or loud noises, a strong scent can trigger a reaction. Take a peek at the products you are using in your home. Is there a strong odor, even a pleasant one? Consider using low to no odor products for cleaning, and take note if your child reacts negatively to certain perfumes and hand soaps.

Top language accommodations for students with autism

Language accommodations for school

The goal of language accommodations in the classroom is to help your child grow in their communication skills so that they can be as successful as their neurotypical peers.

Limit sarcasm

Sarcasm can be very confusing for a child with autism, as they may take language very literally. If you have found this to be the case with your child at home, share this information immediately with your child's teacher. Limiting sarcasm in the classroom (both from the teacher and other students) can help ease confusion and hurt feelings.

Directly explain figurative language

Again, children with autism tend to take language at face value, and figurative language in everyday speech can be very confusing for them. As they study language in the classroom, they will be directly taught these tools for imagery in their reading and writing, but it may still be confusing for them in speech. Directly sharing the meaning of these techniques when using them will help avoid confusion and help students with autism recognize them when they are being used.

Check-ins

The teacher will be a new adult with expectations for your child. One great accommodation for your child's teacher as they develop a relationship with your child is utilizing frequent check-ins. Quietly connecting with your child after whole group instructions have been given is a great way for them to assess how well your child is coping with different teaching techniques. Does your child need instructions repeated to them? This is a great time to do it. Does your child need to be redirected? A quiet check-in can put them back on track. Does your child need the instructions broken down even further? The teacher will be able to do so during these moments.

Provide notes

There are all different types of learners in the classroom setting, and teachers are well-equipped with strategies for meeting the needs of each of them. One common accommodation for children with autism is to provide them with written notes. Rather than having your student rely on auditory learning only, giving them written notes can help them follow along with discussions and refer back if they have lost focus. This is a common accommodation for students since many children are not solely auditory learners.

Verbal testing

Written expression can be difficult for students on the autism spectrum. If the assessment isn't focused on their writing abilities, but rather on other content, verbal testing is a great way for your child to show what they know. They may feel overwhelmed by the amount of writing on a test or nervous about the ticking clock, and therefore, not perform as well as they could. Accommodating these stressors can help your child share what they have actually learned about the concept without worrying about the method of testing.

Voice-to-text

Using voice-to-text software is another great modification if your child is struggling with written expression. As long as the written expression isn't itself being evaluated, using voice-to-text is a great tool to see what your child actually knows about a topic without adding the stress of writing it out. Of course, if your child struggles with verbal language, this would not be the best accommodation. Remember, each accommodation is only a suggestion of things to try to meet the individual needs of your child.

Response time

Giving students with autism extended time to respond to a question is another great modification. Your child may need extended time to process information and questions. Continual prompting or impatience can add stress. Gentle guidance and extended time for response is a great way to accommodate delayed response times.

Language accommodations for home

Autism affects language development, including both verbal and nonverbal communication skills. For example, your child may have delayed speech, trouble making eye contact, difficulty interpreting your words, or may not understand or know how to use hand gestures appropriately. Using accommodations for language skills at home can help your child practice their communication skills with you to feel more confident communicating in public spaces.

Allow time for your child to process

It might take longer for your child to process language, and one great accommodation to use at home is to allow them the time they need to respond. Further prompting is okay, but try to avoid making them feel rushed to give you a response.

Practice and model language with your child

Your child may need more dedicated practice time for communication skills, as they may not come naturally to them. It is helpful, for example, to model appropriate responses to common social questions for your child ("How are you?" "I am doing well, how are you?") and then help them practice this skill both at home and in public spaces. Make sure to use slow, clear speech and stick with a vocabulary that is appropriate for your child's language acquisition.

Top social or behavioral accommodations for students with autism

Social or behavioral accommodations for school

The goal of behavioral modifications is to make adjustments in the classroom and social settings so that your child can be as successful as they can be. Your child's behavioral plan will be unique to their social skills and behavioral needs, and the modifications can be constantly adjusted to better suit your child.

Positive reinforcements

Positive reinforcement can be a great parenting tool; it can be a wonderful classroom management tool as well. Positive reinforcement gives reward (encouraging language, a high-five, or a small tangible reward) to behaviors that we want to see again. This puts the focus on what the student is doing well and not on what is going poorly. This keeps the environment lighter and more positive, but also makes it more likely for the behaviors to be repeated in the future. This behavioral training can be critical in the classroom setting for children with autism as they are not only learning new academics but also learning to interact with peers and new adults.

Student pairings

Working in groups in a classroom is a common instructional method, and teachers are very aware of how the dynamics of certain groups can affect student outcomes and learning. Groupings are often done very intentionally so that students are paired with others that will promote their learning. Teachers will likely pick students to work in a group with your child that they feel will be the best fit. Whether it is because he or she has seen a connection between your child and another student, or someone has displayed necessary qualities-awareness, patience, understanding, or resiliency-the teacher will be taking all of this into consideration when making student pairings.

De-escalation plans

You should work with your child's teacher on a plan for your child when they become out of sorts. Share with the teacher the ways you calm your child when they display agitation. The school will put together a plan on the IEP for these situations, but your input is crucial. What warning signs does your child give when they are on the verge of a meltdown? Does your child need to retreat to a quiet space when they become overwhelmed? Does your child do well with a walk when they feel agitated? Share what you have discovered with the staff and help them develop a plan for the classroom setting.

Unstructured times

Children with autism tend to do well with structure and schedules. They like knowing what to expect and what is expected of them. Another great accommodation for the classroom is having the teacher share with your child what is expected of them during the more unstructured time of the day. Lunch and recess may bring on anxiety because they are not always consistent, but having a dialogue of expectations can help ease the stress.

Teacher check-ins

It cannot be emphasized enough how valuable teacher check-ins can be both with you and your child. Accommodations will need to change as your child learns and grows in the classroom. Creating a good relationship with your child's teacher will help keep the dialogue open and strong about your child's changing social needs.

Social or behavioral accommodations for home

The goal of many accommodations is to help children achieve the same successes as their peers by removing barriers to that success and making room for their specific needs. Therefore, it is important to learn what your child needs or what needs to be removed for them to achieve their goals. Whether it's learning a basic hygiene skill or sitting at a desk at school, your child may need some accommodations for their behaviors to be successful.

Explain changes in routine beforehand

Many children with autism rely on consistency, routine, and scheduling. Changes to their routine can be overwhelming and cause frustration. Consider explaining any changes to their typical schedule before it happens to help avoid adverse reactions to the change.

Allow "stimming" or fidget toys

Stimming is defined as a repetitive motion or behavior performed to help process stimuli or emotions. Although the behavior may appear to be strange, try to allow stimming or the use of a fidget toy when possible. These behaviors are calming to your child and help them to process the world around them.

Positive reinforcements

Using positive reinforcements can be a very effective parenting tool for all children. Positive reinforcement will reinforce the behaviors that your child is doing correctly, rather than focus on what your child is doing wrong. Positive reinforcement can look like encouragement, kind words, enthusiasm, or even a small reward. From this type of reinforcement, it becomes more likely that your child will repeat the positive behavior that you are after.

Stopping a meltdown before it starts

As a parent, you know your child very well, but you can learn more about your child's needs, likes, and dislikes each day. Consider taking time to focus on what triggers your child into meltdown mode. Is it a certain activity? Is it transitions from one task to another? Is it particular sounds? And even when you know exactly what triggers your child, sometimes meltdowns come out of nowhere, and you can just feel it bubbling under the surface. Either way, put together a plan for helping to calm your child when a meltdown begins. You can consider investing in a weighted blanket which is a great sensory tool to calm children when they feel out of sorts. Or, if you have a sensory space in your home, try removing your child from their current activity, and giving them time to destress in their safe zone.

Top executive functioning accommodations for students with autism

Executive functioning accommodations for school

The skills of self-regulation and control are required for executive function. Students with autism will likely need accommodations to help them self-regulate in the classroom setting.

Chunk assignments

One great accommodation for students in the classroom setting is to break down big assignments into chunks. Too much information and too many requirements at once can be overwhelming and cause students to want to shut down. Taking time to break the big assignments into smaller assignments can ease the stress and increase cooperation.

Headphones

Noise-canceling headphones are a wonderful tool for keeping a child with autism on track in the classroom. If your child is easily distracted by noise, these headphones can help them maintain the control they need to learn in the classroom environment.

Extended times

Students with autism may need the accommodation of extended due dates or extended time on assessments. Often students with autism need additional time to process information and the pressure of time constraints can make students shut down. The modification of extra time can ease stress and increase cooperation.

Scheduling consistency

As has been mentioned, students with autism will thrive when there is consistency. Disruptions to schedules can be overwhelming and cause stress. Teachers can accommodate this need for consistency by keeping the classroom routine intact as much as possible, but also giving forewarning to changes as much as they can.

Access to resource rooms

At times, the traditional classroom setting may feel too overwhelming for your student. Having access to a resource room when they feel agitated can help them find the calm that they need to resume learning in the traditional classroom setting.

Executive functioning accommodations for home

Executive function is the set of skills that are required for self-regulation and control. These skills help children make and meet goals for everyday life. Children with autism may need accommodations so that they can acquire this skill set and be successful at home and out in the world.

Keep to a schedule

As explained earlier, your child will thrive on routine and knowing what to expect and what is expected from them. Changes in their routine can be overwhelming and can lead to meltdowns. Though it isn't possible to always keep to the exact same schedule every day, try to avoid too many changes when you can. If a change is necessary and you know about it in advance, make sure to give your child plenty of notice of the disruption.

Break up expectations into small pieces

As you are working with your child on different skill sets, such as getting dressed or bedtime routines, consider breaking these big jobs into smaller jobs. Instead of telling your child to get dressed for the day, ask them to pick out a shirt, and then ask them to put it on. Breaking jobs up will seem less overwhelming to your child, and they will be more likely to remain calm and cooperative.

Give warning before changing activities

Abrupt endings to activity can also cause distress. Consider giving your child a "5-minute warning" before changing activities so that they have ample time to process that a change is about to occur.

Common questions about accommodations for students with autism

Do these accommodations work for school?

The short answer is: yes! Your children will need accommodations from you, their primary caregiver, and from the other adults in their life. When your child begins their schooling, the staff will want to work with you to understand what accommodations have already worked for your child and make a plan for accommodations at school.

They may use a lot of the accommodations that you use at home, and will likely suggest others that may help your child's learning in the classroom. They may suggest preferential seating, written and oral instructions, oral testing, or extra time on assignments. Knowing your child's response to accommodations at home will help them determine what may or may not work well in the classroom setting. Your input will be incredibly helpful in setting up that initial plan.

Who can help determine an accommodation plan for my child with autism?

Schools will develop a team to create an IEP (Individualized Education Plan) for your child, including learning accommodations. This team will comprise of key school staff members and you, the parents. The team will work together to formulate the best plan to help your child thrive in the school setting.

What if the accommodations do not seem to be helping?

It is important to remember that every child is unique, and accommodations are not one-size-fits-all. It is important to try different techniques to help your child succeed but be flexible if an accommodation doesn't seem to be a good fit. This is true in the school setting as well. IEPs are scheduled to be evaluated annually, but parents can request an evaluation at any point in time.

Remember, you are your child's best advocate; if something doesn't appear to be working, it is okay to ask for a change. Additionally, teachers are on your side. They want to help your child grow and thrive and will be willing to hear your concerns.

How do I help my child's social journey?

We all know it is hard to be different in school, and many parents worry about their child with autism making friends. Since autism can impede social development, it is crucial to work with your child directly on their social skills.

Explain what facial expressions are and what body language means, and then show specific examples. Discuss what it means to be a friend and how friendships work with your child. Share books on the topic. Invite friends over to play and work on social skills together. Social skills are skills like any other, so model and practice as much as possible.

Finally, allow your child to share their interests and to have fun!

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Best Accommodations For Students With Autism [Guide]

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Let's be honest: parenting is hard. The number of things a parent needs to think about and consider daily, or even hourly, regarding their children can be immense. Plus, consider how every child is unique with different skills and needs. Mastering the caretaker role for each child is difficult with those factors in mind.

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The latest data on autism spectrum disorder (ASD) from CDC's Autism and Developmental Disabilities Monitoring (ADDM) Network.

Prevalence of ASD

About 1 in 36 children has been identified with autism spectrum disorder (ASD) according to estimates from CDC's Autism and Developmental Disabilities Monitoring (ADDM) Network. [Read Article]

ASD is reported to occur in all racial, ethnic, and socioeconomic groups. [Read Article]

ASD is nearly 4 times more common among boys than among girls. [Read Article]

About 1 in 6 (17%) children aged 3-17 years were diagnosed with a developmental disability, as reported by parents, during a study period of 2009-2017. These included autism, attention-deficit/hyperactivity disorder, blindness, and cerebral palsy, among others. [Read Summary]

What Is Prevalence?‎

Prevalence is the number of people in a population that have a condition, relative to all the people in the population. Prevalence is typically shown as a percentage (such as 1%) or a proportion (such as 1 in 100).

Identified prevalence of ASD

ADDM Network 2000-2020: Combining data from all sites

Surveillance Year

Birth Year

Number of ADDM Sites Reporting

Combined Prevalence per 1,000 Children (Range Across ADDM Sites)

This is about 1 in X children

CDC's 2023 Community Report on Autism

CDC's 2023 Community Report on Autism provides summaries of the latest ADDM data:

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Data and Statistics on Autism Spectrum Disorder

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Summary and table of prevalence of autism spectrum disorder (ASD) in United States children and adol

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There is no known cause for autism, it is believed that genetics, environment, or complications during pregnancy can all play a role.

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Early identification of developmental disorders is an integral function of the primary care medical home and an appropriate responsibility of all pediatric healthcare professionals.

The American Academy of Pediatrics (AAP) recommends that all children be screened for developmental delays and disabilities during regular well-child doctor visits at 9 months, 18 months, and 30 months.

All children should be screened specifically for autism spectrum disorder (ASD) during well-child doctor visits at 18 months and 24 months.

About developmental screening

Developmental screening can be done by a number of professionals in health care, community, and school settings. However, primary healthcare providers are in a unique position to promote children's developmental health.

Primary care providers have regular contact with children before they reach school age and are able to provide family-centered, comprehensive, coordinated care, including a more complete medical assessment when a screening indicates a child is at risk for a developmental problem.

Screening recommendations

Research has found that autism spectrum disorder (ASD) can sometimes be detected at 18 months or younger. By age 2 years, a diagnosis by an experienced professional can be considered very reliable. However, many children do not receive a final diagnosis until they are much older. This delay means that children with ASD might not get the help they need. The earlier ASD is diagnosed, the sooner treatment services can begin.

Early Identification of Developmental Disorders‎

The American Academy of Pediatrics (AAP) recommends that developmental surveillance be incorporated at every health supervision visit. Any concerns raised during surveillance should be addressed promptly with standardized developmental screening tests. In addition, AAP recommends that all children be screened for developmental delays and disabilities during regular well-child doctor visits at

Additional screening might be needed if a child is at high risk for developmental problems because of preterm birth or low birth weight.

In addition, all children should be screened specifically for ASD during regular well-child doctor visits at:

Additional screening might be needed if a child is at high risk for ASD (e.g., having a sibling with ASD) or if symptoms are present.

It is important for doctors to screen all children for developmental delays, but especially to monitor those who are at a higher risk for developmental problems due to preterm birth, low birth weight, or having a sibling or parent with ASD.

The early identification of developmental problems should lead to further developmental and medical evaluation, diagnosis, and treatment, including early developmental intervention. If a child is diagnosed with a developmental disorder through the evaluation and diagnostic process, they should be identified as a child with special health care needs, and chronic-condition management should be initiated. Identification of a developmental disorder and its underlying etiology may also drive a range of treatment planning, from medical treatment of the child to genetic counseling for his or her parents.

Recommendation regarding universal screening for ASD among young children

In February 2016, the U.S. Preventive Services Task Force (USPSTF) released a recommendation regarding universal screening for ASD among young children.

► This final recommendation statement applies to children ages 3 years and younger who have no obvious signs or symptoms of ASD or developmental delay and whose parents, caregivers, or doctors have no concerns about the child's development.

► The USPSTF reviewed research studies on the potential benefits and harms of ASD screening in young children who do not have obvious signs or symptoms of ASD. They looked at whether screening all children for ASD helps with their development or quality of life.

What did the USPSTF conclude about universal screening for ASD among young children?

The final recommendation statement here summarizes what the USPSTF learned following its review:
There is not enough evidence available on the potential benefits and harms of ASD screening in all young children to recommend for or against this screening.
Read the full statement from USPSTF:‎

Developmental screening in pediatric and primary care practice

Integrating routine developmental screening into the practice setting can seem daunting. Following are suggestions for integrating screening services into primary care efficiently and at low cost, while ensuring thorough coordination of care.

An example of how developmental screening activities might flow in a clinic:
View and print this Pediatric Developmental Screening Flowchart

For information on reimbursement for developmental screening:

Involving families in screening

Research indicates that parents are reliable sources of information about their children's development. Evidence-based screening tools that incorporate parent reports (e.g., Ages and Stages Questionnaire, the Parents' Evaluation of Developmental Status, and Child Development Inventories) can facilitate structured communication between parents and providers to discover parent concerns, increase parent and provider observations of the child's development, and increase parent awareness. Such tools can also be time- and cost-efficient in clinical practice settings. A 1998 analysis found that, depending on the instrument, the time for administering a screening tool ranged from about 2 to 15 minutes, and the cost of materials and administration (using an average salary of $50/hour) ranged from $1.19 to $4.60 per visit.

Screening children and providing parents with anticipatory guidance―that is, educating families about what to expect in their child's development, how they can promote development, and the benefits of monitoring development―can also improve the relationship between the provider and parent. By establishing relationship-based practices, providers promote positive parent-child relationships, while building the strongest possible relationship between the parent and provider. Such practices are fundamental to quality services.

Developmental screening tools

Screening tools are designed to help identify children who might have developmental delays. Screening tools can be specific to a disorder (e.g., autism) or an area (e.g., cognitive development, language, or gross motor skills), or they may be general, encompassing multiple areas of concern. Some screening tools are used primarily in pediatric practices, while others are used by school systems or in other community settings.

Screening tools do not provide conclusive evidence of developmental delays and do not result in diagnoses. A positive screening result should be followed by a thorough assessment. Screening tools do not provide in-depth information about an area of development.

Selecting a screening tool

When selecting a developmental screening tool, take the following into consideration:

Domain(s) the screening tool covers

What are the questions that need to be answered?

What types of delays or conditions do you want to detect?

Psychometric properties
These affect the overall ability of the test to do what it is meant to do.

The sensitivity of a screening tool is the probability that it will correctly identify children who exhibit developmental delays or disorders.

The specificity of a screening tool is the probability that it will correctly identify children who are developing normally.

Characteristics of the child
For example, age and presence of risk factors.

Setting in which the screening tool will be administered
Will the tool be used in a physician's office, daycare setting, or community setting? Screening can be performed by professionals, such as nurses or teachers, or by trained paraprofessionals.

Types of screening tools

There are many different developmental screening tools. CDC does not approve or endorse any specific tools for screening purposes. This list is not exhaustive, and other tests may be available.

Examples of screening tools for general development and ASD

AAP Developmental Screening Tools‎

Additional resources for healthcare providers

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Clinical Screening for Autism Spectrum Disorder

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Information for healthcare providers on screening children for autism spectrum disorder (ASD).

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Provides information about the characteristics of autism spectrum disorder, including effects on the five senses, social interactions, and emotional reactions.

While every child with ASD is unique, common characteristics include effects on the five senses, social interactions, and emotional expression.

These are some of the characteristics of ASD:

problems with social interaction with others. This may include problems talking back and forth, working, or playing with others.

unusual interest in objects

need for sameness

great variation in abilities

under or over reaction to one or more of the five senses: sight, touch, taste, smell, or hearing

repeated actions or body movements

unusual emotional reactions and expressions

Children with ASD usually have difficulty with social interaction. Some parents have said that before their child's diagnosis of ASD, they thought their child was just very shy.

Children with ASD may have an unusual interest in objects. They may play with toys in different or unusual ways. For example, they may be able to tell you everything you need to know about car engines. Or they may be able to sit for hours spinning the wheels on a toy vehicle.

Children with ASD often have a need for sameness. They may have difficulty with changes in routines, clothes, food, caregivers, and other parts of their environment.

Children with ASD may have great ability in one area and great difficulty in another. But not all children with ASD have the same abilities. For example:

A child with ASD may have difficulty holding a pencil but have a strong memory for the words of songs or movies. On the other hand, they could be fabulous artists or have perfect pitch.

A child may have difficulty knowing how to play a game with a peer but may have a very good understanding of how computers work.

A child who does not speak may be able to build complex structures out of Lego.

Children with ASD may also have unusually strong reactions to one or more of their five senses. For example, some children with ASD may react to bright sunlight. Others are excessively bothered by tags on their clothing or by loud noises. Many children may be bothered by these things, but children with ASD often have a stronger reaction to them.

Children with ASD often have difficulty with the colour, smell, or texture of certain foods. This may limit what they will eat to only a few foods.

Children with ASD may also do the same thing over and over again. For example, they may repeatedly flap their hands, jump, or walk on tiptoes. This is common. It is something that many parents talk about when they describe their children. Your child may be doing these things to help calm themself during stressful situations or to help occupy or entertain themself.

Children with ASD may also have unusually intense and prolonged emotional reactions. For example, they may get very angry when asked to stop playing and get ready for lunch. These emotions do not match the situation they find themselves in. These reactions may occur as a result of anxiety they feel when making changes in routine.

Children with ASD may talk constantly about specific things that interest them and be unaware that other people might not have the same level of interest.

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Characteristics of autism spectrum disorder (ASD)

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Provides information about the characteristics of autism spectrum disorder, including effects on the five senses, social interactions, and emotional reactions.

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Psychological ,Behavioral, Social and Emotional

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Psychological ,Behavioral, Social and Emotional

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Autism, or autism spectrum disorder (ASD), is a neurodevelopmental condition that affects an individual's social communication, social interaction, and behavior.

Autistic individuals exhibit a wide range of characteristics and support needs, highlighting the diversity within the autism spectrum.

Autism is a spectrum disorder, meaning that autistic individuals possess a varied set of strengths and challenges. The concept of neurodiversity recognizes autism as a natural variation in human brain development rather than a disorder or deficit.

Some common autistic traits according to the DSM-5. Everyone experiences autism differently and will experience a spectrum of traits.

It is crucial to dispel misconceptions and understand that autistic individuals have unique abilities and perspectives that contribute to the richness of human diversity.

My experience:
I received an official autism diagnosis in early 2024 at the age of 30 after suspecting that I was autistic for a few years prior. While autism can indeed come with some challenges, specifically with social communication, burnout, and trying to 'fit' into a world that is not always neurodiverse-friendly, we should also celebrate our differences and promote the acceptance of autism.

This article will be using language such as 'autistic people' rather than 'people with autism.' This is because many autistic individuals feel that autism is an integral part of who they are as a whole rather than seeing it as a condition they have.

Signs of Autism

Autistic individuals may exhibit a range of characteristics and behaviors that vary in intensity and presentation. The following signs, based on the DSM-5 diagnostic criteria and research findings, are commonly observed in autistic individuals:

Social Communication and Interaction:

Difficulties with social-emotional reciprocity, such as challenges in initiating and maintaining conversations, and reduced sharing of interests and emotions

Differences in nonverbal communication, including in eye contact (e.g., difficulty maintaining eye contact), limited facial expressions, and difficulties understanding and using gestures and body language

Challenges in developing, maintaining, and understanding relationships, such as adjusting behavior to suit various social contexts, making friends, and showing interest in peers

Restricted and Repetitive Patterns of Behavior, Interests, or Activities:

Stereotyped or repetitive motor movements, use of objects, or speech, such as hand flapping, lining up toys, echolalia (repeating words or phrases), and idiosyncratic language

Insistence on sameness, inflexible adherence to routines, or ritualized patterns of behavior, such as extreme distress at small changes, difficulties with transitions, rigid thinking patterns, and need for predictability

Highly restricted, fixated interests that are high in intensity or focus, such as strong attachment to unusual objects or excessively narrow interests

Hyper- or hypo-reactivity to sensory input or significant interest in sensory aspects of the environment, such as apparent indifference to pain or temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, and visual fascination with lights or movement

It is essential to note that the signs of autism can vary significantly among individuals and may change over time as they develop and learn new skills. Some autistic individuals may exhibit more subtle signs, while others may have more pronounced characteristics.

Additionally, the presence of these signs and how noticeable they are can be influenced by factors such as cognitive abilities, language skills, and co-occurring conditions.

It should also be noted that ' masking' is very common in autistic individuals, especially if they are diagnosed later in life. Masking is a strategy often used by neurodivergent individuals (e.g., those with ADHD) to consciously or unconsciously hide parts of their neurodiversity as a way to 'fit in' and be accepted.

Masking can, therefore, make it very difficult to identify autism if someone has become so skilled at hiding their autistic traits. An example of masking can be to force eye contact and display 'socially appropriate' facial gestures during conversations, even though it feels unnatural to do so.

The Camouflaging Autistic Traits Questionnaire ( CAT-Q) may also be used during the diagnostic process to identify autistic individuals who may not meet the criteria due to their ability to mask their autistic traits.

How is autism diagnosed?

Diagnosing autism involves a comprehensive assessment of an individual's social communication, social interaction, and behavioral patterns. The Diagnostic and Statistical Manual (DSM-5) is commonly used to diagnose autism. The diagnostic process typically includes:

A multidisciplinary team, including psychologists, speech-language pathologists, and occupational therapists, may collaborate to provide an accurate diagnosis and develop an appropriate intervention plan.

Autism can have some overlapping traits with attention-deficit hyperactivity disorder ( ADHD), obsessive-compulsive disorder ( OCD), and social anxiety disorder ( SAD), to name a few. The multidisciplinary team should also consider whether one autism is the best fit or if the traits point to something else (although it is very possible to have multiple diagnoses!)

Early identification and intervention can lead to better outcomes and access to support services tailored to the individual's needs.

Many individuals are diagnosed as autistic in childhood, especially during crucial stages of development when differences may be identified. However, it is very common for a late diagnosis of autism to occur. Many older children, teenagers, and adults of all ages may receive a diagnosis of autism that was missed in early childhood.

A late diagnosis of autism is common in girls and women, people of color, those who do not have cooccurring learning difficulties, or those diagnosed with a mental health condition (sometimes as a misdiagnosis or failure to recognize that the mental health condition is as a result of being autistic).

Autism is a 'spectrum'

Autism being a spectrum means that the condition manifests differently in each individual, with a wide range of abilities, challenges, and support needs. Some autistic individuals may have significant difficulties with social communication and interaction, while others may face fewer challenges in these areas.

Similarly, the presence and intensity of restricted and repetitive behaviors, interests, and sensory sensitivities can vary greatly among autistic individuals.

The spectrum encompasses individuals with varying levels of cognitive abilities, language skills, and adaptive functioning. This diversity in presentation highlights the need for personalized support and understanding that one-size-fits-all approaches may not be effective.

Recognizing autism as a spectrum helps to acknowledge the unique strengths and challenges of each autistic individual and underscores the importance of providing tailored support to meet their specific needs.

An unofficial idea of what the autism spectrum is and is not. Source: autism_sketches

Although this illustration featured above is not a clinical model and was made by one individual, it gives a good idea of what is meant by an autism spectrum and how differences can vary between one autistic individual and another.

There is a saying that if you have met one autistic person, then you have met only ONE autistic person. This means that if you know an autistic person and are aware of their particular support needs, interests, sensitivities, and social skills, this does not mean that every autistic person will be the same.

Autism in childhood

Autism can significantly impact various aspects of a child's life, particularly in school and social settings. In the classroom, autistic children may struggle with:

These challenges can affect academic performance and may require accommodations, such as visual supports, structured schedules, and sensory-friendly spaces, to help autistic students thrive.

Socially, autistic children may have difficulty:

Supporting autistic children in developing social skills and fostering inclusive environments can help them build meaningful connections with peers and promote their overall well-being.

Autism in Adulthood

As autistic individuals enter adulthood, they may face unique challenges in various domains of life. In higher education, autistic adults may encounter difficulties with:

Navigating complex social dynamics in college or university settings

Managing increased academic demands and independent living responsibilities

Adapting to changes in routines and schedules

Advocating for necessary accommodations and support services

Providing targeted support, such as mentoring programs, academic accommodations, and transition planning, can help autistic adults succeed in higher education.

In the workplace, autistic adults may struggle with:

However, with appropriate accommodations and understanding from employers, autistic adults can bring valuable skills and perspectives to the workforce.

Many autistic individuals might not be able to work at all, especially if they have high support needs, or they may only be able to cope with working a reduced number of hours.

In personal relationships, autistic adults may face challenges with:

Initiating and maintaining friendships and romantic partnerships

Communicating emotional needs and understanding others' perspectives

Navigating social expectations and norms in various settings

Social skills training, support groups, and open communication with partners can help autistic adults build and maintain meaningful relationships.

It is crucial to recognize that autism presents differently in each individual, and their experiences in adulthood may vary widely. Some autistic adults may require ongoing support, while others may develop coping strategies and find success in areas that align with their strengths and interests.

Embracing and accepting autism

Embracing and accepting autism involves shifting the narrative from a deficit-based perspective to a strength-based one.

To foster acceptance and create a more inclusive society, it is essential to:

1. Promote self-advocacy

Encourage and support autistic individuals to speak up for their rights, needs, and preferences. This involves providing platforms for autistic voices to be heard, valuing their insights and experiences, and involving them in decision-making processes that affect their lives.

Autistic-led organizations and advocacy groups play a crucial role in promoting self-advocacy and empowering autistic individuals.

2. Adopt neurodiversity-affirming practices

Recognize and value the unique strengths and abilities of autistic individuals in various settings, such as education and employment. This involves shifting away from trying to "cure" or "fix" autistic individuals and instead focusing on providing support and accommodations that enable them to thrive.

Examples include implementing flexible learning environments, providing sensory-friendly spaces, and offering diverse communication options.

3. Create inclusive environments

Design and adapt physical and social spaces to be accessible and accommodating to the diverse needs of autistic individuals. This may involve making sensory-friendly modifications, providing clear visual supports and instructions, and fostering a culture of understanding and acceptance.

Inclusive environments should aim to reduce barriers and promote a sense of belonging for autistic individuals.

Celebrate autistic culture

Acknowledge and appreciate the valuable contributions of autistic individuals to society. This includes recognizing the unique perspectives, talents, and achievements of autistic people across various fields, such as art, science, and technology.

Celebrating autistic culture also involves promoting positive representations of autism in media, challenging stereotypes, and fostering a greater understanding of the autistic experience.

Provide support and resources

Ensure that autistic individuals and their families have access to appropriate support services, resources, and accommodations.

This may include offering targeted interventions, such as social skills training, counseling, and occupational therapy, as well as providing information and guidance on navigating healthcare, education, and employment systems.

It is crucial to involve autistic individuals and their families in the development and implementation of these support services to ensure they meet their specific needs.

Conclusion

Understanding and accepting autism as a natural form of human diversity is crucial for creating a more inclusive and equitable society. By recognizing the unique strengths and challenges of autistic individuals and providing appropriate support and accommodations, we can foster an environment that celebrates neurodiversity.

Ongoing research, advocacy, and public education are essential to further our understanding of autism and improve the lives of autistic individuals across the lifespan.

For me, I feel that our general understanding of autism is slowly getting to a place of acceptance, rather than something that requires 'treating' or seen as something that is 'wrong' with us. My hope is that with my articles, I can help to dispel some of the myths surrounding autism and provide a voice that represents the autistic community.

FAQs

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596

Bölte, S., Girdler, S., & Marschik, P. B. (2019). The contribution of environmental exposure to the etiology of autism spectrum disorder. Cellular and Molecular Life Sciences, 76, 1275-1297.

Cole, C. L., & Telesford, A. E. (2023). Autism. In M. M. Perfect, C. A. Riccio, & M. A. Bray (Eds.), Health-related disorders in children and adolescents: A guidebook for educators and service providers (2nd ed., pp. 127-136). American Psychological Association. https://doi.org/10.1037/0000349-015

Hull, L., Mandy, W., Lai, M. C., Baron-Cohen, S., Allison, C., Smith, P., & Petrides, K. V. (2019). Development and validation of the camouflaging autistic traits questionnaire (CAT-Q). Journal of autism and developmental disorders, 49, 819-833.

Kapp, S. K., Gillespie-Lynch, K., Sherman, L. E., & Hutman, T. (2013). Deficit, difference, or both? Autism and neurodiversity. Developmental Psychology, 49(1), 59-71. https://doi.org/10.1037/a0028353

Sandin, S., Lichtenstein, P., Kuja-Halkola, R., Larsson, H., Hultman, C. M., & Reichenberg, A. (2014). The familial risk of autism. Jama, 311(17), 1770-1777.

Thomas, R. P., Coulter, K. L., & Fein, D. A. (2023). Autism spectrum disorder. In G. G. Brown, T. Z. King, K. Y. Haaland, & B. Crosson (Eds.), APA handbook of neuropsychology: Neurobehavioral disorders and conditions: Accepted science and open questions (pp. 707-724). American Psychological Association. https://doi.org/10.1037/0000307-033

Volkmar, F. R., & Solomon, C. (2023). Youth with autism spectrum disorder and the transition to adulthood. In L. J. Crockett, G. Carlo, & J. E. Schulenberg (Eds.), APA handbook of adolescent and young adult development (pp. 457-468). American Psychological Association. https://doi.org/10.1037/0000298-028

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Autism is a spectrum disorder, meaning that autistic individuals possess a varied set of strengths and challenges. The concept of neurodiversity recognizes autism as a natural variation in human brain development rather than a disorder or deficit.

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Understanding and parenting a child with autism – Children’s Health

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An expert at Children’s Health discusses common challenges for parents who have a child with autism and shares tips on how to help them thrive.