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Support Group | Autism Society of Florida | United States

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Across the Spectrum, Autism Parent Support Group

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Gulf Coast School for Autism | Panama City | Florida

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Gulf Coast School for Autism was founded in 2012 by Katrin Patterson. Our school's primary funding comes from the John M. McKay Scholarship. Katrin established the school in order to serve children with Autism, Asperger's, Down Syndrome, and related disabilities.

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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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Autism Speaks does not provide medical or legal advice or services. Rather, Autism Speaks provides general information about autism as a service to the community. The information provided on our website is not a recommendation, referral or endorsement of any resource, therapeutic method, or service provider and does not replace the advice of medical, legal or educational professionals. Autism Speaks has not validated and is not responsible for any information, events, or services provided by third parties. The views and opinions expressed in blogs on our website do not necessarily reflect the views of Autism Speaks.

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Autism spectrum disorder (ASD), or autism, is group of neurological and developmental disorders. Autism affects communication, social functioning, learning, and behavior.

According to the Centers for Disease Control and Prevention (CDC), autism affects 1 in 44 children in the United States. Usually, the symptoms appear before 2 years old, but it can be diagnosed at any age.

Autism's effects can be managed with customized support and care.

There are many resources available to people with autism. Some resources are also designed for parents and families of children with autism.

Every state has its own autism resources and benefits. The federal government also offers resources, which are available to everyone, regardless of where you live.

Read on for some of the best resources for autism. This list is not exhaustive, but it can help you find the guidance you need to navigate the disorder.

Autism management requires continuous access to various healthcare professionals. Several state and federal resources can help provide this care.

State resources for healthcare

Each state has its own health agency or disability council. These organizations often have programs that provide support for children and adults with disabilities, including autism.

Your county health agency might also offer autism benefits.

Generally, these programs can assist with:

autism screening

early intervention services

obtaining financial aid for healthcare

To find the health agencies in your state, visit the Interagency Autism Coordinating Committee website. The page lists agencies and councils for every state.

Federal resources for healthcare

Several nationwide resources are also available for accessing healthcare.

Medicaid: Medicaid provides medical care for people with limited income. It's a federal program, though each state manages its own Medicaid services. Visit the Medicaid website to find your state's Medicaid office.

Children's Health Insurance Program (CHIP): CHIP is operated by the Department of Health and Human Services. It's a federal program that offers health coverage to children in families that don't qualify for Medicaid. CHIP is available in every state.

The following resources are geared toward kids on the spectrum in early and middle childhood. These tools can help children learn about their feelings and practice communication in a fun and engaging way.

National Autism Resources Toys & Gifts: Toys designed to help young children on the spectrum build developmental skills.

Autism Speaks Virtual Activities: A diverse collection of virtual games, music, videos, and activities kids with autism.

Do2Learn: A collection of interactive online activities, including songs, picture cards, and games.

Visual Schedules and Social Stories: A visual support app that helps children on the spectrum communicate at home and school. It's available for both Apple and Android.

Speech Blubs: This speech therapy app offers more than 1,500 educational activities that help children improve their communication skills.

Support groups offer safe environments for people with autism to connect with each other. This can provide opportunities to foster mental health and build social skills.

Online support groups are convenient, as you don't need to leave home to attend meetings. But if you'd like to find in-person support groups, your state health departments or disability agencies may have local options.

Autistic Women & Nonbinary Network: A community for women, girls, and nonbinary people with autism.

Asperger/Autism Network Support Groups: Online support groups and community sessions for adults and teens.

Grupo Salto: A support group for Latin families with children who have disabilities, including autism.

The Color of Autism Foundation: An organization dedicated to providing support for African American families with children on the spectrum.

The federal government offers benefits for people with disabilities, including autism.

Supplemental Security Income (SSI): This is a federal program administered by the Social Security Association. It provides financial assistance for care for children and adults who meet certain qualifications.

Social Security Disability Insurance (SSDI): SSDI is another federal program from the Social Security Association. It provides benefits to people who have worked in the past.

Autism is a complex disorder. The symptoms also vary widely from one person to the next. As a result, it's important to create an intervention plan or management plan that provides customized support and care.

Luckily, there are many autism resources available. Examples include informational guides, online communities, and access to medical care. With the help of these resources, people on the spectrum can live happy and fulfilling lives.

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Autism Resources for Parents and for People on the Spectrum

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There are many autism resources available. Examples include informational guides, online communities, and access to medical care.

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Ted Hutman, Ph.D. is Assistant Clinical Professor in Psychiatry at the David Geffen School of Medicine at UCLA and a licensed clinical psychologist practicing in Santa Monica, CA.
A parent's guide to autism treatment and support

If you've recently learned that your child has or might have autism spectrum disorder, you're probably wondering and worrying about what comes next. No parent is ever prepared to hear that a child is anything other than happy and healthy, and an ASD diagnosis can be particularly frightening. You may be unsure about how to best help your child, or confused by conflicting treatment advice. Or you may have been told that ASD is an incurable, lifelong condition, leaving you concerned that nothing you do will make a difference.

While it is true that ASD is not something a person simply "grows out of," there are many treatments that can help children acquire new skills and overcome a wide variety of developmental challenges. From free government services to in-home behavioral therapy and school-based programs, assistance is available to meet your child's special needs and help them learn, grow, and thrive in life.

When you're looking after an autistic child, it's also important to take care of yourself. Being emotionally strong allows you to be the best parent you can be to your child in need. These parenting tips can help by making life with an autistic child easier.

Don't wait for a diagnosis

As the parent of a child with ASD or related developmental delays, the best thing you can do is to start treatment right away. Seek help as soon as you suspect something's wrong. Don't wait to see if your child will catch up later or outgrow the problem. Don't even wait for an official diagnosis. The earlier children with autism spectrum disorder get help, the greater their chance of treatment success. Early intervention is the most effective way to speed up your child's development and reduce the symptoms of autism over the lifespan.
[Read: Does My Child Have Autism?]
When your child has autism

Learn about autism. The more you know about autism spectrum disorder, the better equipped you'll be to make informed decisions for your child. Educate yourself about the treatment options, ask questions, and participate in all treatment decisions.

Become an expert on your child. Figure out what triggers your kid's challenging or disruptive behaviors and what elicits a positive response. What does your child find stressful or frightening? Calming? Uncomfortable? Enjoyable? If you understand what affects your child, you'll be better at troubleshooting problems and preventing or modifying situations that cause difficulties.

Accept your child, quirks and all. Rather than focusing on how your autistic child is different from other children and what he or she is "missing," practice acceptance. Enjoy your kid's special quirks, celebrate small successes, and stop comparing your child to others. Feeling unconditionally loved and accepted will help your child more than anything else.

Don't give up. It's impossible to predict the course of autism spectrum disorder. Don't jump to conclusions about what life is going to be like for your child. Like everyone else, people with autism have an entire lifetime to grow and develop their abilities.

Helping your child with autism thrive tip 1: Provide structure and safety

Learning all you can about autism and getting involved in treatment will go a long way toward helping your child. Additionally, the following tips will make daily home life easier for both you and your child with ASD:

Be consistent. Children with ASD have a hard time applying what they've learned in one setting (such as the therapist's office or school) to others, including the home. For example, your child may use sign language at school to communicate, but never think to do so at home. Creating consistency in your child's environment is the best way to reinforce learning. Find out what your child's therapists are doing and continue their techniques at home. Explore the possibility of having therapy take place in more than one place in order to encourage your child to transfer what he or she has learned from one environment to another. It's also important to be consistent in the way you interact with your child and deal with challenging behaviors.

Stick to a schedule. Autistic children tend to do best when they have a highly-structured schedule or routine. Again, this goes back to the consistency they both need and crave. Set up a schedule for your child, with regular times for meals, therapy, school, and bedtime. Try to keep disruptions to this routine to a minimum. If there is an unavoidable schedule change, prepare your child for it in advance.

Reward good behavior. Positive reinforcement can go a long way with children with ASD, so make an effort to "catch them doing something good." Praise them when they act appropriately or learn a new skill, being very specific about what behavior they're being praised for. Also look for other ways to reward them for good behavior, such as giving them a sticker or letting them play with a favorite toy.

Create a home safety zone. Carve out a private space in your home where your child can relax, feel secure, and be safe. This will involve organizing and setting boundaries in ways your child can understand. Visual cues can be helpful (colored tape marking areas that are off limits, labeling items in the house with pictures). You may also need to safety proof the house, particularly if your child is prone to tantrums or other self-injurious behaviors.

Tip 2: Find nonverbal ways to connect

Connecting with an autistic child can be challenging, but you don't need to talk-or even touch-in order to communicate and bond. You communicate by the way you look at your child, by the tone of your voice, your body language - and possibly the way you touch your child. Your child is also communicating with you, even if he or she never speaks. You just need to learn the language.

Look for nonverbal cues. If you are observant and aware, you can learn to pick up on the nonverbal cues that autistic children use to communicate. Pay attention to the kinds of sounds they make, their facial expressions, and the gestures they use when they're tired, hungry, or want something.

Figure out the motivation behind the tantrum. It's only natural to feel upset when you are misunderstood or ignored, and it's no different for children with ASD. When children with ASD act out, it's often because you're not picking up on their nonverbal cues. Throwing a tantrum is their way of communicating their frustration and getting your attention.
[Read: Autism Behavior Problems]
Make time for fun. A child coping with ASD is still a child. For both autistic children and their parents, there needs to be more to life than therapy. Schedule playtime when your child is most alert and awake. Figure out ways to have fun together by thinking about the things that make your child smile, laugh, and come out of her/his shell. Your child is likely to enjoy these activities most if they don't seem therapeutic or educational. There are tremendous benefits that result from your enjoyment of your child's company and from your child's enjoyment of spending unpressured time with you. Play is an essential part of learning for all children and shouldn't feel like work.

Pay attention to your child's sensory sensitivities. Many children with ASD are hypersensitive to light, sound, touch, taste, and smell. Some children with autism are "under-sensitive" to sensory stimuli. Figure out what sights, sounds, smells, movements, and tactile sensations trigger your kid's "bad" or disruptive behaviors and what elicits a positive response. What does your child find stressful? Calming? Uncomfortable? Enjoyable? If you understand what affects your child, you'll be better at troubleshooting problems, preventing situations that cause difficulties, and creating successful experiences.

Tip 3: Create a personalized autism treatment plan

With so many different treatments available, it can be tough to figure out which approach is right for your child. Making things more complicated, you may hear different or even conflicting recommendations from parents, teachers, and doctors.

When putting together a treatment plan for your child, keep in mind that there is no single treatment that works for everyone. Each person on the autism spectrum is unique, with different strengths and weaknesses.

Your child's treatment should be tailored according to their individual needs. You know your child best, so it's up to you to make sure those needs are being met. You can do that by asking yourself the following questions:

What are my child's strengths - and their weaknesses?

What behaviors are causing the most problems? What important skills is my child lacking?

How does my child learn best - through seeing, listening, or doing?

What does my child enjoy - and how can those activities be used in treatment and to bolster learning?

Finally, keep in mind that no matter what treatment plan is chosen, your involvement is vital to success. You can help your child get the most out of treatment by working hand-in-hand with the treatment team and following through with the therapy at home. (This is why your well-being is essential!)

A good treatment plan will:

Build on your child's interests.

Offer a predictable schedule.

Teach tasks as a series of simple steps.

Actively engage your child's attention in highly structured activities.

Provide regular reinforcement of behavior.

Involve the parents.

Choosing autism treatments

There are many different options and approaches to ASD treatment, including behavior therapy, speech-language therapy, physical therapy, occupational therapy, and nutritional therapy.

While you don't have to limit your child to just one treatment at a time, it's unlikely you'll be able to address everything at once. Instead, start by focusing on your child's most severe symptoms and pressing needs.
[Read: Autism Treatments, Therapies, and Interventions]
Tip 4: Find help and support

Caring for a child with autism can demand a lot of energy and time. There may be days when you feel overwhelmed, stressed, or discouraged. Parenting isn't ever easy, and raising a child with special needs is even more challenging. In order to be the best parent you can be, it's essential that you take care of yourself.

Don't try to do everything on your own. You don't have to! There are many places that families of children with ASD can turn to for advice, a helping hand, advocacy, and support:

ADS support groups - Joining an ASD support group is a great way to meet other families dealing with the same challenges you are. Parents can share information, get advice, and lean on each other for emotional support. Just being around others in the same boat and sharing their experience can go a long way toward reducing the isolation many parents feel after receiving a child's diagnosis.

Respite care - Every parent needs a break now and again. And for parents coping with the added stress of ASD, this is especially true. In respite care, another caregiver takes over temporarily, giving you a break for a few hours, days, or even weeks.
[Read: Respite Care]
Individual, marital, or family counseling - If stress, anxiety, or depression is getting to you, you may want to see a therapist of your own. Therapy is a safe place where you can talk honestly about everything you're feeling-the good, the bad, and the ugly. Marriage or family therapy can also help you work out problems that the challenges of life with an autistic child are causing in your spousal relationship or with other family members.

Free U.S. government services for children with autism

Under the U.S. federal law known as the Individuals with Disabilities Education Act (IDEA), children with disabilities-including those with ASD-are eligible for a range of free or low-cost services. Under this provision, children in need and their families may receive medical evaluations, psychological services, speech therapy, physical therapy, parent counseling and training, assisted technology devices, and other specialized services.

Children under the age of 10 do not need an autism diagnosis to receive free services under IDEA. If they are experiencing a developmental delay (including delays in communication or social development), they are automatically eligible for early intervention and special education services.

Early intervention services (birth through age two)

Infants and toddlers through the age of two receive assistance through the Early Intervention program. In order to qualify, your child must first undergo a free evaluation. If the assessment reveals a developmental problem, you will work with early intervention treatment providers to develop an Individualized Family Service Plan (IFSP). An IFSP describes your child's needs and the specific services he or she will receive.

For autism, an IFSP would include a variety of behavior, physical, speech, and play therapies. It would focus on preparing autistic kids for the eventual transition to school. Early intervention services are typically conducted in the home or at a child care center.

To locate local early intervention services for your child, ask your pediatrician for a referral or use the resources listed in the "Get more help" section at the end of the article.

Special education services (age three and older)

Children over the age of three receive assistance through school-based programs. As with early intervention, special education services are tailored to your child's individual needs. Autistic children are often placed with other developmentally delayed kids in small groups where they can receive more individual attention and specialized instruction. However, depending on their abilities, they may also spend at least part of the school day in a regular classroom. The goal is to place kids in the "least restrictive environment" possible where they are still able to learn.

If you'd like to pursue special education services, your local school system will first need to evaluate your child. Based on this assessment, an Individualized Education Plan (IEP) will be drafted. An IEP outlines the educational goals for your child for the school year. Additionally, it describes the special services or supports the school will provide your child in order to meet those goals.

Know your child's rights

As the parent of a child with ASD, you have a legal right to:

Be involved in developing your child's IEP from start to finish

Disagree with the school system's recommendations

Seek an outside evaluation for your child

Invite anyone you want-from a relative to your child's doctor-to be on the IEP team

Request an IEP meeting at any time if you feel your child's needs are not being met

Free or low-cost legal representation if you can't come to an agreement with the school

Caring for a child with autism when you are autistic

Research indicates that there is a genetic component to autism. However, many parents only discover they're autistic when they research and obtain a formal diagnosis for their own child. If you're autistic, you might face unique challenges when it comes to raising children who are also neurodivergent. Here are a few tips that may help:

Don't hide your identity. Let your child get to know the real you. If you have certain quirks, such as repetitive behaviors or unusual body movements, don't feel pressured to mask them in front of your child. By being yourself, you're encouraging your autistic child to be themselves around you and creating an opportunity to bond over your similarities. You can also talk with your child about how neurotypical individuals may react to your behaviors and how to handle negative reactions. Aim to offer the type of guidance you could've used when you were young.

Remember to care for yourself. Caring for a child can be challenging if you struggle with sensory needs or require a highly structured lifestyle. For example, if you're sensitive to sounds, a crying child may be a constant source of stress and discomfort. A child's sudden tantrums can make it hard for you to stick to a consistent schedule, creating further frustration. To protect your own sense of well-being, it's important for you to adopt coping habits that help reduce your stress in these types of situations.
[Read: Autism in Adults: Recognizing the Signs, Living with a Diagnosis]
If certain tasks seem overwhelming, look to other people for support. For example, if communicating with doctors and teachers poses a challenge, a parenting mentor or other parents with autism might be able to help you come up with solutions.

Build on your strengths. Everyone has specific strengths, and you're no exception. Consider how your skills and talents can help you establish a supportive household for your child. Do you excel at visual thinking or design? Create educational posters for your child. Are you able to focus for long periods of time? Use that focus to research and study up on parenting practices and coping strategies. Are you good at problem-solving? Use your creativity and out-of-the-box thinking to overcome challenges around the house.

Be patient with yourself and your child. Be willing to accept that you both have plenty of time to grow and learn. You might experience some setbacks. Perhaps, you lose your temper and feel ashamed by your reaction. Or maybe your child has a hard time fitting in with peers when they start school. Resolve to learn from bad experiences and find solutions, even if you have to make multiple attempts. When one of you does make progress, remember to acknowledge the growth. Offer your child praise and celebrate your personal successes as well.

Ted Hutman, Ph.D. is Assistant Clinical Professor in Psychiatry at the David Geffen School of Medicine at UCLA and a licensed clinical psychologist practicing in Santa Monica, CA.

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Helping Your Child with Autism Thrive - HelpGuide.org

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Does your child have autism? As a parent, you can make a big difference in your child's life. These tips can help.

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When it comes to autism and education, there is no one-size-fits-all approach. As with many things concerning autistic kids, the definition of a good educational program depends upon the individual child.

Autism spectrum disorder has two core features doctors use to make a diagnosis: social communication differences or difficulties and specific or repetitive interests and behaviors. Among autistic people, there is a wide variation of traits, strengths, and support needs.

Many autistic children need some degree of classroom support, but the needs will vary greatly from child to child. Like neurotypical children, some autistic children have more academic challenges than others.

This article discusses the different challenges autistic children may face in a school setting and the various educational options available. It will also provide tips for advocating for your child within the school system and factors to take into consideration as you enroll your autistic child in school.

Challenges

Each autistic child is unique, but there are some common areas where many autistic people struggle. Sensory challenges, emotional regulation, executive functioning, and social skills are factors to consider when determining the best school setting for a child.

Sensory Processing Disorder

Schools can be a hotbed of sensory processing problems for autistic people. Loud noises like rowdy kids in the hallways, echoing gymnasiums, class bells, and fire alarms can be jarring. Various strong smells-from the classic musty, old school building smell that greets you at the door to mysterious food smells wafting from the cafeteria and odorous locker rooms-can irritate autistic children.

Add in humming fluorescent lights, uncomfortable clothing, and having to sit still when you want to run, and traditional school settings can be a real challenge for some autistic people.

Emotional Regulation

The individual burden of emotional regulation is larger for autistic people. Autistic people have more emotional triggers than neurotypical people and a decreased capacity to process them internally. Anxiety, anger, excitement, sadness, and other emotions can feel overwhelming. Some autistic people will react in ways that do not conform to expectations for traditional classroom settings.

Some examples:

Running out of the classroom and possibly even the building, known as eloping

Shutting down and putting their head on the desk or hiding under the desk

Having loud, emotional outbursts, such as screaming, crying, or sobbing loudly where other students can hear

An autistic child who struggles with emotional regulation will need emotional support in the classroom. This can look like a classroom aide who your child considers a safe person. Emotional support can also look like allow stimming at the student's desk, or accommodations that allow the student to leave class for a period of time to a calming space when they are feeling a meltdown coming on.

Intellectual Capabilities

Like all students, autistic students have a wide range of intellectual capabilities. Some children qualify for gifted or advanced classes, and some children have learning disabilities; the same child might fit into both categories. A child's ability to learn can help determine the type of classroom or school that best suits them.

Some autistic students require special education classes, while others do better with advanced learning opportunities that keep them engaged in the classroom.

Social Skills

Social skills that come naturally to neurotypical people may confuse autistic people. This can affect a child's ability to participate in the classroom fully. As a result, autistic students face some social challenges.

It can also impact making friends on the playground and other social aspects of school. Research shows autistic children are at an increased risk of bullying from other students.

Educational Options for Autistic Kids

There are various educational opportunities for autistic students: a general education classroom, a resource classroom, a special education classroom, or an autistic-only setting. Some autistic students thrive in an inclusive class setting, while others are better in more tailored settings. It all depends on the child.

In the United States, the Individuals with Disabilities Education Act (IDEA) requires that school districts provide the "Least Restrictive Environment" for a child's education. That means the district must consider options such as inclusive class settings before placing the child in a more specialized setting.

If you feel a child would be better off in a specialized environment, you may need to prove that the more inclusive settings are not working before the district funds tuition for a particular school.

Autistic children often qualify for an individualized education plan (IEP) or 504 plan that allows classroom accommodations. However, just having a medical diagnosis of autism does not automatically qualify a student for accommodations. The district's child study team will determine whether the student requires additional support.

Inclusion-a newer term that replaced mainstreaming-describes a setting where a child is part of a typical classroom with minimal extra support. Some accommodations may be in place, but in general, the child is expected to be able to be able to self regulate in a large group, follow the teacher's directions, and do work at or near grade level.

Inclusive settings generally work best for children whose independence matches or exceeds their age group, and who are at least moderately social in a way that's surface-level compatible with neurotypical expectations. Inclusion settings may be especially tough for children who are non-verbal, very anxious, or likely to meltdown when under stress.

The benefit of inclusion is that the child is placed in the standard education program with their neurotypical peers. The drawback of inclusion classrooms without additional support is that an autistic child may feel the need to mask their autism, a process that can be very tiring and may not be able to be maintained. This can result in autistic burnout and depression.

Inclusion With Support

For autistic students who perform on an average level or better but struggle in an inclusion setting, the proper support can help them to be successful. Support options are spelled out in the IEP or 504 plan and may include a 1:1 aide, adapted curriculum, reduced homework, modified social groups, and more.

Many parents prefer inclusion with support as a compromise between a special education classroom and unsupported mainstreaming. Inclusion can be a terrific option for many autistic students with the proper support.

Inclusion with support does have its downsides. Autistic children in a typical classroom may be more likely to suffer from bullying and teasing. If the child has a 1:1 aide, the teacher may assume the student is taken care of and focus their attention on other students. Adapted curriculum may be taught by the aide and not the trained, credentialed teacher.

Special Education

Autistic students are sometimes placed in a special or disability education classroom in their local public school. This option may work well for students with learning disabilities if the teacher is also experienced in teaching autistic children.

The benefits of special education settings are that the classes are usually smaller, there is more opportunity to work on social skills, and students are generally included in all school activities, electives, and events.

However, special or disability education classrooms are generally intended for disabled children who have a tough time with academics. Many autistic children are comfortable with academics but struggle with social skills. For many autistic students, a special or disability education classroom may be the wrong setting.

Autistic Support Classrooms

Some larger school districts offer autistic support classrooms within their public schools. These classrooms are set up to meet the specific needs of autistic children. They are staffed by teachers and aides trained on both autism and education.

Autistic support classrooms have several advantages: They are usually very small, with a high adult-to-child ratio. They use teaching tools geared toward keeping autistic children engaged in lessons, and the curricula often weave in speech and social skills training. Students in autistic support classrooms are also included in general school activities such as assemblies, recess, and electives.

Children in these classes often spend most of the day with only other autistic children. This can be great because it means your child will not have to mask or explain their natural behavior. On the downside, autistic support classrooms tend to be quite segregated from the rest of the school. Plus, with so much attention paid to building social skills, this setting may neglect your child's academic strengths and abilities.

In addition, autistic support classrooms often use applied behavioral analysis (ABA) techniques to train autistic children to behave like neurotypical children. While ABA therapy may be effective for some autistic children, a 2018 study found that autistic people who were exposed to ABA therapy had an 86% greater likelihood of developing post-traumatic stress disorder.

Private Schools

Private schools may offer small classes, individualized attention, and terrific resources. This may be a good option for an autistic student who is independent, excels academically, and is comfortable socializing with neurotypical people with little understanding of autism. However, most private schools will not make any special accommodations for students. Few typical private schools are well prepared to handle any disability.

Of course, it is always possible that your local community has a special private offering, such as a co-op school or an alternative learning center, that may be appropriate for an autistic child. It is also possible that the student will develop the skills needed to attend a small private high school. But all of the pieces need to be in place for a typical private school to be a viable option.

Special Private Schools

Some major metropolitan areas may have private schools for children with disabilities. Many of these schools focus on children with learning disabilities or behavioral problems. But more and more schools are starting to specialize exclusively in autism. In addition to day schools, there are boarding schools across the country that cater to autistic people.

Schools for autistic children are usually a good match if the student has a difficult time matching neurotypical standards for independence or social skills-and thus unlikely to do well in a less restrictive setting-or profoundly unhappy or stressed in a neurotypical setting.

One thing to watch out for with a therapeutic school is ABA therapy, a controversial topic among autistic adults. ABA is a type of compliance training that helps autistic people appear neurotypical. Many autistic adults claim ABA's coerced compliance is manipulative, disingenuous, and even abusive.

One potential downside of a school that caters exclusively to autistic students is that the child may miss out on socializing with neurotypical people who make up around 80-85% of the population. However, some children with may do better in a school for autistic children since they are often extremely sensitive to the inevitable teasing in traditional school settings.

The obvious downside of a specialized private school is that tuition can be expensive. While it may be possible to convince a school district to underwrite an approved private school placement, it is usually a tough sell. You may need to hire a lawyer or special education advocate to get the district pay for specialized placement.

Homeschooling

Because the options for educating an autistic child are limited-and in many areas almost non-existent-many families are turning to homeschooling.

This can be tough for many families because it requires an adult to stay home to educate the child. For two-income families, this can be a significant financial sacrifice. This option often makes the most sense, particularly if the relationship with the local school district has become strained.

If the idea of being responsible for an autistic child's education is overwhelming, there are plenty of online homeschooling options. You can also find other local homeschooling families with autistic children to share curricula and go on field trips together.

The greatest upside to homeschooling is its absolute flexibility. If a child loves trains, for example, you can use Thomas the Tank Engine to teach reading and math skills-an approach that has a good chance of success.

Homeschooling laws vary from state to state. Some require the student to submit a portfolio of work, while other states do not provide any oversight for homeschooling. Be sure to look into your local laws before withdrawing your student from school.

Unschooling

Another option gaining traction in the autistic community is known as unschooling. Unschooling is child-led learning at home or in places other than a school. There is no traditional curriculum for unschooling. Instead, children are taught in a curious and demand-free setting based on their interests.

The philosophy of unschooling is that children are naturally curious and learn best following their interests. It is intended to be stress-free for the student and allow them to unwind, recover from school trauma, and follow their curiosity.

Unschooling is often recommended for autistic students who do not thrive in a traditional school setting or experience autistic burnout. Some families use unschooling as a temporary bridge between conventional school and homeschooling. It is commonly recommended to unschool for at least one month for every year in school before trying any formalized homeschooling.

The downsides of unschooling include fewer opportunities for socialization and the potential judgment from others. Legally, unschooling falls under the homeschool umbrella. Laws vary from state to state, and you may be required to show a portfolio of work.

How To Choose

Determining the proper placement for your autistic learner depends on several factors. Some points to consider as you think about the options are:

The autistic child's communication ability and level of social engagement

Their academic skills

How they handle large groups

Tolerance for sensory input

Ability to focus on classwork

Prior classroom experience

You will also want to look into the programs available in your local school district and any private or charter school options in your area.

Ensuring an autistic child has a positive school experience may require a little extra work on your part. You are the advocate for the child in your care, and you'll want to have a cooperative partnership with their teachers.

Creating a one-page fact sheet on your child can help ease the transition to a new school situation. In addition to listing their diagnoses (if you are comfortable sharing them), include a child's strengths, quirks, triggers, and anything that helps calm the child down. Make sure your contact and emergency contact information is visible at the top of the page.

Most autistic children will need extra support in school through a 504 plan or an IEP. This can be a long and sometimes frustrating process. Each state has its own timeline and regulations for 504 plans and IEPs. Check with your state department of education to find out the rules in your area.

A Word From Verywell

Determining the proper placement for an autistic learner can be a lengthy process. Try to work with the child's teacher and school district to get the right support.

If a child is struggling, keeping a log of the type and frequency of problems a child is having can help build a case for more support (like a 1:1 aide) or a different educational setting. Should you encounter resistance from the school district, consider consulting a special education advocate or educational lawyer. Some legal groups focused on disability may offer pro-bono or sliding scale opportunities.

Ultimately, the right school placement for an autistic child depends on their personality, strengths, struggles, and unique family situation. Some children do better in a school setting, while others do better at home. There is no right or wrong answer. What matters is that a child feels safe in their educational environment to be their personal best.

Frequently Asked Questions

What are the five types of autism?

Prior to the publication of the Diagnostic and Statistical Manual of Mental Disorders, 5th edition, (DSM-5) in 2013, autism was split into five different diagnoses: autistic disorder, Asperger's syndrome, Rett syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified (PDD-NOS).

The DSM-5 combined three of those items-autistic disorder, Asperger's syndrome, and PDD-NOS-under the umbrella of autism spectrum disorder with three different levels. A Level 1 means a child will need some support, Level 2 means substantial support, and Level 3 means very substantial support.

How does autism affect learning?

Every autistic person is different. Some of the ways autism can affect a student include difficulty with social interactions, pragmatic language deficits, emotional regulation issues, sensory processing problems, shorter attention spans, and executive functioning challenges.

Are high-functioning autistic people more successful?

The label of high-functioning autism is a bit of a misnomer and functioning labels are discouraged in the autistic community. The term high-functioning autistic is sometimes used to dismiss the student's need for support. But, by definition, a diagnosis of autism means the person requires some level of support.

HIgh-functioning is typically used to describe people with Level 1 ASD. With the right support, people with Level 1 autism can be as successful as their neurotypical peers and possibly even more successful. However, there is no guarantee that any child will get the support they need to be their best.

What is the difference between a 504 plan and an IEP?

A 504 plan is overseen by the Americans with Disabilities Act and spells out accommodations for students with a physical or emotional disability or impairment.

An individualized education plan (IEP) falls under the Individuals with Disabilities Act (IDEA) and provides special education services to students with a disability that negatively impacts their ability to receive academic instruction.

A 504 plan allows for special accommodations, such as extra breaks, fidgets, modified homework, and extra time for state testing.

An IEP allows for a modified curriculum, classroom accommodations, and therapy services such as speech, occupational, and physical therapy.

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Where and How Should an Autistic Child Go to School?

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Wherever a child falls on the spectrum, school and learning can be harder for autistic children. Here are options for schooling and advice.

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Supporting Autistic Children in the Classroom | National Autistic Society | Twinkl

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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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There are a lot, I mean a lot of accommodations for autism, ADHD, anxiety, and more out there. I should know. I used dozens during my time as an alternative education teacher. But not every accommodation will help every child.

Kids with muscular dystrophy don't need the same accommodations as an autistic, blind, or dyslexic kid, after all. So how is a parent supposed to wade through all the lists of accommodations out there? How can they understand what the terms mean, and evaluate if it's right for their child?

While I can't list every single accommodation under the sun, I've covered some of the most important. I've broken them up by categories: sensory, language, social/behavioral, executive functioning, and learning accommodations. Since not all autistic children experience the same range of disability in each area, you can pick and choose which will work best for you & your child.

Finally, some of these only apply to a child in the public school (like changing classes in an empty hallway). However, many of these will be useful to parents homeschooling their autistic child. Wherever you fall on the education spectrum (pun completely intended), let's get right to it!

Sensory accommodations for autism

Preferential seating.

This one can mean many different things, and is usually critical for a child with autism, so listen up. Sometimes "preferential seating" means having the autistic child sit nearest to the board, or furthest away from vents, speakers, or the intercom. It could also mean

Slightly altered schedule The idea is for the child to leave or arrive five minutes apart from the rest of students. This gives them a chance to get to and from their classes without being part of the hallway hustle that could cause sensory overload.

"Stimming," or self-stimulatory behavior, is often an autistic person's go-to tool for dealing with sensory information. And honestly, if you were to try and ban stim toys altogether, they'd probably find a way to use a random pencil, rubber band, or pebble to meet their needs. So let them use stim devices in class, so long as they're not horribly disruptive to the other students.

Special types of seating accommodations for autism

This might mean a seating pad on a regular chair, or a different kind of chair entirely. I've seen a standing desk, yoga ball, chairs with a built-in kick pads, and more. I go into plenty of options at the end of my ADHD accommodations article.

Limit distractions

This might mean thinking about the lighting, the type of flooring, chalkboards vs whiteboards, decorations, and a thousand other things. You'll need to chat with each individual autistic child to get a sense of their particular needs and triggers. When the time comes to limit these distractions, things like noise-cancelling headphones can be a huge asset!

Breaks

These might be scheduled into the child's day, given when necessary, or both. Breaks are an important part of a child's self-regulation. They give the child a chance to move, de-stress, and then continue with their day.

Language accommodations for autism
No sarcasm
Autistic children generally have a difficult time with non-literal language. Sarcastic comments can be especially challenging because without understanding sarcasm, the comments could be perceived as very hurtful. Depending on a child's ability, explaining metaphors and
Checks for understanding
This accommodation asks the teacher to check in with the autistic student to make sure they've understood directions, expectations, etc. I've seen this be most successful when the child explains, in his or her own words, what's expected of them in the next ten minutes, half hour, etc before being turned loose.
Allow verbal answers
This could be on tests, quizzes, or open-ended essay questions, especially if the child already attempted to write an answer. The only caveat is that it doesn't count if writing ability is what's being assessed. Otherwise, this accommodation for autism allows the child to show what they know without the mode of assessment getting in the way. Other alternatives could include providing a scribe or allowing voice-to-text software.
Provide written copies
This one is so important. Language processing takes a lot of mental bandwidth, and sometimes the information never makes it into long-term memory. This makes remembering deadlines, instructions, and rules a challenge. Instead, let the autistic kid have written copies of lectures, instructions, rubrics, and feedback.
Allow ample time for processing
Like I said, language processing sometimes takes longer for an autistic child. Because of this, it might take longer for them to comprehend your question and find the words to express themself. Don't rush them with questions of "Hello? Did you hear me?" if they take more time to respond than you'd expect.

Social/Behavioral accommodations for autism

Special signal with teacher

Teachers can create special nonverbal, low-profile signs with the student to help communicate. They might be used when the student should do a self behavior check, to help the student anticipate their turn to answer a question, or to give positive reinforcement.

Create a plan for typically "unstructured" times

These times include lunch, recess, daily pick ups & drop offs, etc. These times can cause serious anxiety in kids with autism. Having a pre-established plan helps both the child and the relevant adults know what to expect. Part of this plan might be using a peer to peer buddy system, role playing scenarios, and social stories.

Also create a 'deescalation' plan.

What warning signs does your child exhibit before they experience a meltdown or other negative behavior? What should teachers or staff do when they notice those warning signs to help your child deescalate instead of escalating? Some suggestions might be to offer a quiet room to cool off, have access to a trusted adult, or use a particular device/tool/strategy to help them cope.

Positive Reinforcements

This might include tangible rewards, token boards, sticker charts, extra time on a favorite activity, and more. The goal is to increase positive behaviors and decrease negative behaviors.

Executive Functioning accommodations for autism

I've got an entire article on executive functioning accommodations for autism and other learning differences, but I'll share a few of the highlights here.
Chunk assignments
Have all assignments broken down into smaller chunks, usually with separate deadlines (For example: instead of "essay due Friday" have one paragraph due every day leading up to Friday)
Keep to the schedule
Try to help them predict their day as much as you can. Changes can be distressing for autistic children, so teach them to keep a calendar, agenda book, or other schedule. Write down the anticipated structure of every day and go over it with them. When changes must eventually come, and announce them ahead of time, when possible.
Provide graphic organizers
This helps autistic kids to visualize their plans and organize their thoughts. For kids who have trouble initiating activities, writing graphic organizers also can provide a clear starting point and help map out the process of writing a paragraph, story, or essay.

Learning accommodations for autism

Extra time on assignments and tests

Kinda a no-brainer, don't you think? But still, parents and teachers alike constantly forget this accommodation. Having extra time is one of those accommodations that works equally well in a homeschool IEP as a public school one

Small group work

This could mean receiving instruction in a small group (either in a regular ed or special ed classroom). It could also mean taking tests in a smaller, quieter environment.

Familiar test proctor

Studies show that all students, not just autistic ones, do better on tests when the person giving it is someone they know. Of course, this generality is amplified for an autistic child. Testing often means the daily schedule is interrupted, and test pressure can cause massive anxiety. To help reduce the stress of a big test, have the proctor be someone the child knows & trusts.

Access to resource room

The creme de la creme of accommodations for autism. I saw this one on virtually every single IEP I helped create. Resource rooms are so important to a child's stability, both emotionally and academically. They provide a grounding touchpoint for the child where they know they're safe, loved, and understood.

If you're serious about homeschooling, but you're not sure where to start, we've got you covered. Ready, Set, Homeschool! is the complete homeschool prep workbook to help you feel confident. Whether you've got kiddos with special needs or not, Ready, Set, Homeschool! will walk you through a five-day preparation blitz. It covers...

Homeschool Compliance

Mindset

Setting up your family's rhythm

Getting and staying organized

Choosing curriculum

and more!

Created from her sold-out, live workshop, Ashley designed this book to help you understand the basics of getting prepared to homeschool and support you through the process of applying these ideas to your unique family.

For further reading on this topic:

Or browse posts in our special needs category.

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Accommodations for Autism: 21 Best Recommendations for Learning

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Sensory, language, social/behavioral, executive functioning, & learning accommodations for autism. Here are some of the most important.

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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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Classroom accommodations allow autistic children space to learn and embrace their differences and find success in their education.

Autism spectrum disorder (ASD) creates unique needs for autistic children in the classroom, but educators, parents, and caregivers can work together to create a successful learning experience by accommodating each student on an individual basis.

ASD doesn't look the same in every child. The severity of the autism, the child's personality, home environment, and many other factors affect how the child interacts with the world.

There isn't a one size fits all solution to integrating an autistic child into an education system designed for non-autistic children. It takes a case-by-case look at the classroom and the child.

We consulted Sharon Kay-O'Connor, LCSW, from Manhatten, NYC, and Richard Weinfeld, a special education consultant and director at Weinfeld Education Group in Maryland, Washington DC, and Virginia for their expert advice.

For autistic children, verbal communication and eye contact may be difficult or even painful. Words often get translated into pictures, which means instructions might be missed.

"Some students might feel more comfortable communicating via sign language or AAC (Augmentative and Alternative Communication) devices, as opposed to spoken speech," says Kaye-O'Connor.

"Some autistic kids may be more sensory-seeking, while others may fit a more sensory-sensitive profile. Knowing your child's specific sensory profile will provide insight into what kind of environment and sensory supports will help them thrive," explains Kaye-O'Connor.

Each child is different and how they process sensory information varies based on their:

"Some autistic students may also need the flexibility of movement or seating to be able to listen and learn most effectively," says Kaye-O'Connor.

Wiggle seats or periodic exercise breaks to carry heavy books or simply use a fidget spinner can help children stay focused.

"I always recommend whenever a child is autistic (or maybe autistic), consult with an Occupational Therapist (OT) to better understand the child's specific sensory needs and the sensory supports that will be most helpful for them." Kaye-O'Connor. An OT may use:

Play therapy: Play is often how autistic children express their thoughts and emotions. An occupational therapist can use play to teach children how to connect with people through a medium that makes sense to them.

Joint attention symbolic play engagement and regulation (JASPER): Although more research is needed to support the effectiveness, JASPER teaches autistic children how to focus on two things at once, namely a toy and a person. According to 2021 research, children who engage in JASPER often show a marked improvement in their attention, social, and language skills.

Integrated play groups (IPGs): IPGs give autistic children an opportunity to play and learn from their peers in a guided, safe environment.

Autistic children often have an area or specific topic of interest that they enjoy learning and talking about.

Kaye-O'Connor points out, "Special interests are one of the great joys of autistic life. Support and encourage your child's interest in their favorite topics, and join them in their enthusiasm."

A work area that reduces distractions, which could be sensory information like noise, bright colors, and smells can help with focus. The area could also include earplugs or a wiggle seat, depending on the child's needs.

All children need an occasional break, but those breaks are even more important for autistic children. Their sensory sensitivities can make a classroom environment overwhelming and sometimes painful.

A designated area that's free of sensory stimulation can help autistic children continue to put their best selves forward.

Autistic children thrive off of routines. Changes in routine or transitioning from one activity to another can be difficult. Printed schedules with words and pictures are a way to help and reassure autistic children.

If there will be a change in the schedule, letting the child know a couple of days in advance gives them time to prepare, though they may still have difficulty with the change.

Autistic children are often the subject of bullying and teasing because of their behavioral differences.

"Teachers can head this off by educating the general education peers about students with autism in general and making the class aware of the strengths and needs of this student in particular," says Weinfeld.

Children learn from their peers, and supportive peers can help autistic children develop and expand their social skills. "Teachers should be careful to group the student with other students who will be supportive of them.

The student with high-functioning autism may be given a specific role to perform in the group," says Weinfeld.

Weinfeld continues, "Providing opportunities for the student to interact with a general education student who has the same or similar strengths or interests can facilitate good communication."

be on watch for teasing and bullying

support autistic students' interaction with neurotypical students

educate student peers and teach them how to interact with their autistic peer(s)

create, post, and keep a regular schedule

build sensory breaks into the schedule

A couple of final tips for educators that deserve extra attention.

From Weinfeld, "Teaching 'theory of mind.' Students with " high functioning autism " need help in understanding that other students have their own thoughts that are separate and may be different from what the student with lower support needs is thinking."

Try to give autistic children flexibility in their seating whenever possible.

"Some autistic students may also need the flexibility . . . in seating to be able to listen and learn most effectively. Some autistic kids may be super social, and others may prefer to spend free time or recess time alone," says Kaye-O'Connor.

Get to know your child's specific sensory needs. As Kaye-O'Connor puts it, "Knowing your child's specific sensory profile will provide insight into what kind of environment and sensory supports will help them thrive."

Set up a regular time (usually weekly) to communicate with your child's teacher about their successes and areas of improvement. Weinfeld suggests sharing this information with any specialists or therapists your child works with outside of school.

"Provide opportunities outside of school for your child to develop their strengths and pursue their areas of passion," says Weinfeld. Children build confidence and may identify potential career areas later in life.

Reach out if you need support from friends, family, school resources, and outside resources.

Create a distraction-free or low-sensory work area at home.

Autistic children see and interact with the world in different ways than nonautistic children. Understanding the child's specific sensory sensitivities and learning what interventions work for them can make all the difference in their educational experience.

You may consider providing:

a wiggle seat

earplugs

a scheduled quiet time in the afternoon

Parents and educators looking for more resources and information can go to the National Institute of Neurological Disorders and Stroke for more information on ASD.

They also provide a list of organizations, from research institutes to advocacy programs with resources for autistic people and their caregivers.

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9 Learning Accommodations for Autistic Students

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Autistic children see and interact with the world differently than nonautistic children. Consider these 9 tips to accommodate your students.

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Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication. According to the Centers for Disease Control, autism affects an estimated 1 in 36 children in the United States today.

We know that there is not one autism but many subtypes, most influenced by a combination of genetic and environmental factors. Because autism is a spectrum disorder, each person with autism has a distinct set of strengths and challenges. The ways in which people with autism learn, think and problem-solve can range from highly skilled to severely challenged. Some people with ASD may require significant support in their daily lives, while others may need less support and, in some cases, live entirely independently.

Several factors may influence the development of autism, and it is often accompanied by sensory sensitivities and medical issues such as gastrointestinal (GI) disorders, seizures or sleep disorders, as well as mental health challenges such as anxiety, depression and attention issues.

Signs of autism usually appear by age 2 or 3. Some associated development delays can appear even earlier, and often, it can be diagnosed as early as 18 months. Research shows that early intervention leads to positive outcomes later in life for people with autism.

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What is autism spectrum disorder (asd)? Click here to read the definition, learn about different types of autism and how to help autistic kids.

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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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Centers for Disease Control and Prevention

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Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain. Some people with ASD have a known difference, such as a genetic condition. Other causes are not yet known. Scientists believe there are multiple causes of ASD that act together to change the most common ways people develop. We still have much to learn about these causes and how they impact people with ASD.

People with ASD may behave, communicate, interact, and learn in ways that are different from most other people. There is often nothing about how they look that sets them apart from other people. The abilities of people with ASD can vary significantly. For example, some people with ASD may have advanced conversation skills whereas others may be nonverbal. Some people with ASD need a lot of help in their daily lives; others can work and live with little to no support.

ASD begins before the age of 3 years and can last throughout a person's life, although symptoms may improve over time. Some children show ASD symptoms within the first 12 months of life. In others, symptoms may not show up until 24 months of age or later. Some children with ASD gain new skills and meet developmental milestones until around 18 to 24 months of age, and then they stop gaining new skills or lose the skills they once had.

As children with ASD become adolescents and young adults, they may have difficulties developing and maintaining friendships, communicating with peers and adults, or understanding what behaviors are expected in school or on the job. They may come to the attention of healthcare providers because they also have conditions such as anxiety, depression, or attention-deficit/hyperactivity disorder, which occur more often in people with ASD than in people without ASD.

Signs and Symptoms

People with ASD often have problems with social communication and interaction, and restricted or repetitive behaviors or interests. People with ASD may also have different ways of learning, moving, or paying attention. These characteristics can make life very challenging. It is important to note that some people without ASD might also have some of these symptoms.
Learn more about signs and symptoms of ASD "
Diagnosis

Diagnosing ASD can be difficult since there is no medical test, like a blood test, to diagnose the disorder. Doctors look at the child's behavior and development to make a diagnosis. ASD can sometimes be detected at 18 months of age or younger. By age 2, a diagnosis by an experienced professional can be considered reliable. However, many children do not receive a final diagnosis until they are much older. Some people are not diagnosed until they are adolescents or adults. This delay means that people with ASD might not get the early help they need.
Learn more about screening and diagnosis of ASD "
Treatment

Current treatments for ASD seek to reduce symptoms that interfere with daily functioning and quality of life. ASD affects each person differently, meaning that people with ASD have unique strengths and challenges and different treatment needs. 2 Treatment plans usually involve multiple professionals and are catered to the individual.
Learn about treating the symptoms of ASD "
Risk Factors

There is not just one cause of ASD. There are many different factors that have been identified that may make a child more likely to have ASD, including environmental, biologic, and genetic factors.

Although we know little about specific causes, the available evidence suggests that the following may put children at greater risk for developing ASD:

Having a sibling with ASD

Having certain genetic or chromosomal conditions, such as fragile X syndrome or tuberous sclerosis

Experiencing complications at birth

Being born to older parents

CDC is currently working on one of the largest U.S. studies to date on ASD. This study called the Study to Explore Early Development (SEED), was designed to look at the risk factors and behaviors related with ASD. CDC is now conducting a follow-up study of older children who were enrolled in SEED to determine the health, functioning, and needs of people with ASD and other developmental disabilities as they mature.

How Often ASD Occurs

CDC's Autism and Developmental Disabilities Monitoring (ADDM) Network has been estimating the number of 8-year-old children with ASD in the United States since 2000.

ASD occurs in all racial, ethnic, and socioeconomic groups. It is more than 4 times more common among boys than among girls.
Learn more about how CDC estimates the number of children with ASD "
If You're Concerned

As a parent, you already have what it takes to help your young child learn and grow. CDC has developed materials to help you track your child's developmental milestones and share that progress, or any concerns, with your child's doctor at every check-up.
Learn more about CDC milestone checklists and other parent materials "
Contact your child's doctor if you think your child might have ASD or if you have any other concerns about the way your child plays, learns, speaks, or acts.

If you are still concerned, ask the doctor for a referral to a specialist who can do a more in-depth evaluation of your child. Specialists who can do a more in-depth evaluation and make a diagnosis include

Developmental pediatricians (doctors who have special training in child development and children with special needs)

Child neurologists (doctors who work on the brain, spine, and nerves)

Child psychologists or psychiatrists (doctors who know about the human mind)

At the same time, call your state's public early childhood system to request a free evaluation, sometimes called a Child Find evaluation, to find out if your child qualifies for intervention services. You do not need to wait for a doctor's referral or a medical diagnosis to make this call.

Where to call for a free evaluation from the state depends on your child's age:

If your child is not yet 3 years old, contact your local early intervention system.
You can find the right contact information for your state by calling the Early Childhood Technical Assistance Center (ECTA) at 919-962-2001.

If your child is 3 years old or older, contact your local public school system.

Even if your child is not yet old enough for kindergarten or enrolled in a public school, call your local elementary school or board of education and ask to speak with someone who can help you have your child evaluated.

If you're not sure who to contact, call the ECTA at 919-962-2001.

Research shows that early intervention services can greatly improve a child's development. In order to make sure your child reaches their full potential, it is very important to receive services as soon as possible.

References

1. Lord C, Risi S, DiLavore PS, Shulman C, Thurm A, Pickles A. Autism from 2 to 9 years of age. Arch Gen Psychiatry. 2006 Jun;63(6):694-701.

2. Hyman, S.L., Levy, S.E., Myers, S.M., & AAP Council on Children with Disabilities, Section on developmental and behavioral pediatrics. (2020). Identification, evaluation, and management of children with autism spectrum disorder. Pediatrics, 145(1), e20193447.

3. Handleman, J.S., Harris, S., eds. Preschool Education Programs for Children with Autism (2nd ed). Austin, TX: Pro-Ed. 2000.

4. National Research Council. Educating Children with Autism. Washington, DC: National Academy Press, 2001.

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Basics About Autism Spectrum Disorder (ASD) | NCBDDD | CDC

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Autism Spectrum Disorders (ASDs) are a group of developmental disabilities that can cause significant social, communication and behavioral challenges. CDC is working to find out how many children have ASDs, discover the risk factors, and raise awareness of the signs.