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Brief overview: Autism is both a neurological and developmental disorder that affects communication, behavior, and learning.

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This site includes numerous resources dedicated to providing care and services for children with ASD such as links to assistive technologies and numerous groups & councils in support of children with Autism that could very well provide help to whatever the child may need.

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Resources | Autism Society of Florida | United States

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Different Ways to Accommodate Children with ASD

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Different Ways to Accommodate Children with ASD

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Children with Autism can be accommodated by allowing sensory breaks and quiet time, and visual learning in terms of schedules and lectures. Peer mentors and assistive technology may also prove positive in the classroom for these students.

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15 Accommodations For Students With Autism

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

1. Sensory Breaks

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

2. Visual Schedules

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

3. Quiet Spaces

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

4. Noise-Cancelling Headphones

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

5. Fidget Toys

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

6. Preferential Seating

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

7. Positive Reinforcement

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

8. Clear Expectations

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

9. Social Skills Training

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

10. Peer Mentors

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

11. Breaks Between Activities

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

12. Assistive Technology

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

13. Modified Assignments

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

14. Individualized Education Plans (IEPs)

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

15. Sensory-Friendly Classrooms

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

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

What Is Autism Accommodation?

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

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

Who Is Eligible To Receive Accommodations?

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

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

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

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15 Accommodations For Students With Autism

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

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It's important for parents to get an early start on treatment and diagnosis when possible so children receive the best help available. Acknowledging the facts about Autism can help these children integrate themselves smoothly into society and help them learn skills to interact with others as well as help them learn to the best of their ability.

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Early Diagnosis Is Key for Children With Autism - Stanford Medicine Children’s Health Blog

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Screening for autism, along with appropriate therapies and fully engaged parents helped Olivia get on track developmentally.

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A Parent's Guide to Autism

If your child has recently been diagnosed with an autism spectrum disorder, you have come to the right place.

A Parent's Guide to Autism was developed as part of Autism Speaks' series of Family Support Tool Kits to support you and promote a positive future for your child and family during an often challenging time.

You are not alone in this journey and this guide is a step toward finding the help you need to travel the road to optimal outcomes for you, your child and your family.
Sections include:

Response to the Diagnosis

Your Role as a Parent

Ten Things a Parent Can Do to Help their Child with Autism

Building a Support Network

Taking Care of Yourself

Personal Story: How I Let Go of My Expectations and Learned Unconditional Love

Frequently Asked Questions

Haga clic aquí para acceder este recurso en español.

Complete the form below to access the Tool Kit
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Our Autism Response Team (ART) is specially trained to connect people with autism, their families, and caretakers to information, tools, and resources.
Get in Touch with ART

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A Parent's Guide to Autism | Autism Speaks

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Click here to download the Autism Speaks Parent's Guide to Autism - a tool to support parents after a new autism diagnosis.

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Resources for Families - Autism Spectrum Disorders

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Children’s National offers resources for families to help answer questions and ease their experience in the Center for Autism Spectrum Disorders.

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If you are a parent of a child with autism, you're not alone and we want to help guide you through the challenges that come with it. If you are feeling lost in the process, you've come to the right place. We try and put together a library of free resources for parents that are available to help you with every aspect of your family's journey.

From ABA therapy basics to tips on dealing with other issues, we want to make sure that you have the support you need to help your child grow and develop. If you are just getting started check out our toolkit, Parent Guided Ebook and informational blog posts below!

Parent Resources Toolkit

With our parent toolkit, you will find helpful tips and tricks on how best to deal with the challenges that come along in having a child who is diagnosed as being on the spectrum. It is difficult enough when your kid has any other disorder but adding this one makes life even more challenging! You are not alone. You have us to help!
How to Help Your Child with Autism Sleep Better 10 Ways to Help your Picky Eating Child with Autism Eat Supporting Parents of Children with Autism Echolalia in Autism How to Deal with Challenging Behaviors
Parent Guided Ebook

We wanted to make an all-in-one guide for parents that would help with the difficult task of understanding and raising a child with autism. You know your child better than anyone, but we want to give you the tools you need to help them grow and progress. Our Ebook, "Practical Tips for Parenting Your Child with Autism" goes through different strategies that you can employ to help your child feel more comfortable and cope with their diagnosis. We go through tips on taking care of yourself, helping your child thrive and more!
Practical Tips for Parenting Your Child with Autism Ebook
Blog Post Resources

We also have a blog that we update frequently with helpful information for parents. From holiday tips to ways of dealing with specific issues, our blog is a great resource for parents who want to learn more. Read some of our most recent blog posts below or check out our blog page for the full list!
Is ABA Therapy Harmful? Myths about Applied Behavioral Analysis How to Improve Social Skills in Autistic Children: 6 Social Skills Training Tips 10 Summer Tips for Parents of Children with Autism Autism Birthday Party Ideas: Plan a Sensory-Friendly Event How to Prepare Your Home for ABA Therapy
Get Started at The Autism Therapy Group

If you're ready to get started with ABA therapy for your child, the first step is to contact us and set up an initial consultation. We will sit down with you, assess your child's needs and put together a treatment plan that is tailored specifically for them. We know that every child is different and we want to make sure that we are providing the best possible care for your family.

If you have any questions or would like more information, please don't hesitate to contact us. We are here to help in any way we can!

Get started with your free initial insurance and benefits check now by calling us at (847) 465-9556 or emailing us at info@atgtogether.com or find a location near you click here.

For more Autism Resources visit the CDC website.

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Parent Resources - The Autism Therapy Group - ABA Therapy

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Check out our free guided resources for parents of children with autism. Our Parent Toolkit and Ebook were created to provide you with support and guidance.

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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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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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Teaching an autistic child can be both rewarding and challenging at times. If this is your first time teaching an autistic person, it can feel overwhelming figuring out what to do or how to best support that child in order to set the stage for optimal learning. Educators must teach to children's strengths, create a predictable environment, and be aware of sensory needs. Luckily, there are lots of resources out there to educate and guide teachers to help make a child's school experience a good one.

It is important to understand that an educator's role is to guide the child and not try to change who that child is. None of us can predict the future outcomes for a child or what they may achieve later in life. Good teaching fosters growth and development, paving the way for a child to reach their full potential.

What are the learning strengths of autistic children?

Visual Learners - Autistic children are visual learners. Auditory processing tends to be weaker. Visual information is fixed, permanent, are predictable. The spoken word disappears, is forgotten and a child make be still processing the first sentence while the third one is being said. Use visual supports to increase understanding, foster autonomy, and provide stability.

Memory - Memory can be more for facts and details than the sequencing or recall of an event, but it is great for rote learning such as the times table or simple addition facts, or for rules.

Detail Focused - Attention to details can transfer into in-depth knowledge that goes way beyond the curriculum. Be sure to use this knowledge around an interest for any aspect of the curriculum such as writing topics, research, book reports etc.

Kinesthetic Learners - Most children learn by doing. They need to interact with their environment and learn about the world by involving their senses. Be wary of using too much technology, especially with young children who need to get firsthand experience.

Teach to these strengths! Remember - it's easier for us to adapt to the child rather than the child adapting to us. This is why it's important to have as many tools and teaching strategies at your fingertips so that you can be flexible with delivery and be able to change course quickly.

The Importance of Predictability

Having a predictable environment and day is important because predictability:

lessons anxiety

reduces fear over change

helps with transitions

gives a clear beginning, middle and end to an event/activity

supports autonomy

supports communication by increasing initiation and interaction

A predictable classroom has a structured physical environment, uses visual supports, established routines, and structured activities.

Why is a structured environment needed?

Establishing visual cues and schedules within the classroom will help children make transitions with a minimum of behaviors of concern occurring. Autistic children will have difficulty making independent transitions to new activities due to their lack of understanding of nonverbal cues and anxiety around any new situation. Attention and sensory needs will impact the ability to focus on the main speaker in the classroom due to distractions. They will struggle to isolate relevant and meaningful information from classroom activities and materials from everything else that is going on around them.

What does the physical environment look like?
The well organized classroom has:

predictability and stability through routines and visual supports

defined areas of appropriate size for an activity

clear cues to children and staff about expectations for the area

allows for supervision

areas that support targeted skills for scheduled activities

areas that limit distraction and help with focus

an environment that increase engagement and prevent challenging behavior

support for independence through routines and everyday activities

defined work spaces

There should also be areas for:

one to one instruction

small groups

independent work

full group instruction

transition - which can be for switching tasks but remaining in the same area or switching between areas in the room

cool down or sensory space that should never be used for time outs, punishment, or seclusion

the teacher

Why are visual supports so important?

Autistic children tend to be visual learners so visuals support their strength.

They create predictability which lessens anxiety.

They improve understanding.

Visuals provide structure and routine.

They build confidence.

Opportunities for interaction are provided.

Adults communicate more clearly when they are using visual supports.

Types of Visual Supports

Visual supports can take many forms. You may have to try several different types to figure out which ones a child prefers and understands best. Some examples of visual supports are:

tactile symbols/objects of reference - Ex. a book means story time; a ball means time for outdoor play etc.

photographs - so easy to produce in the digital age

short videos

miniatures of real objects

colored pictures

line drawings

symbols

written words - I always recommend putting text with picture visuals. My autistic daughter could read at age 4 before she could speak.

Use visual supports for:

making choices - start by teaching this concept with a preferred and non-preferred activity so the child starts to understand they are making a choice

first/then - Ex. First we clean up/ Then we go outside. First/then can also be motivational.

single messages - going to toilet, play outside, snack time

timetable, schedules, sequences of activities

task breakdown - the individual steps for a task such as washing hands, dressing for outdoors. This supports recognizing relationships between steps of an activity.

to show units of time - 1 minute, 2 minutes, 5 minutes

Understanding Time

Understanding units of time will lead to better time management. I won't go in-depth on this topic because I wrote an article about this called Teaching the Concept of Time. Time management is an executive function skill. Children need to learn how long tasks take to do to manage their day to day needs which will help them as they mature and become more independent. Anxiety will also be reduced when it is clear when a task is starting and when it will end.

Supporting Sensory Needs

Every individual has their own sensory profile. Autistic children experience challenges in processing sensory information from their own bodies and from the environment. Paula Aquilla, occupational therapist, says, "The key to understanding a person's response to sensation or their need to seek out sensation is to observe with an open mind and without judgement. We can all become detectives to determine possible underlying reasons for a child's response to the sensation we present when we want to interact."

In order to understand a child's sensory needs, we need to observe them in action and follow a sensory checklist to create a profile. This profile can then be used to create a sensory diet. A sensory diet, first created by occupational therapists Wilbarger and Wilbarger (1991) , is an individualized plan of physical activities and accommodations to help a person meet their sensory needs. This plan provides the sensory input needed to stay focused and organized throughout the day. For example, some people may feel overwhelmed or overloaded and need to get to a calmer state; some may feel lethargic or sluggish and need some activities to feel alert.

The main goal of a sensory diet is to prevent sensory and emotional overload by meeting the nervous system's sensory needs; however, it can also be used as a recovery technique. Understanding a child's sensory profile and the activities which create calmness and regulation can really help when a child feels overwhelmed and out of control. Engaging children in sensory experiences on a regular schedule can support focus, attentiveness and interaction. Children may feel less anxious when they feel comfortable and in control.

Incorporate Interests Into the School Day

Incorporating a child's interests into the school day supports happiness and well-being, provides enjoyment, motivation, and adds meaning to activities and the curriculum. Interests can also be expanded upon to increase knowledge and learn new skills. I have written a couple of blog posts on the importance of interests and how to use them in different aspects of the curriculum.

The school community plays a big role in a child's life. If an autistic child's learning strengths and needs are supported and accommodated, the outcome is a strong one. Education is the springboard for lifelong learning and enjoyment. The classroom experience should be a positive one and it can be with a structured physical environment, work systems, and clear visual supports.

Have a great school year!

About the author:
Maureen Bennie

Maureen Bennie created the Autism Awareness Centre in 2003 to address what she saw as a gap in support and advocacy for those struggling with autism and autism spectrum disorders. For Maureen, education brings positive change to the lives of those affected by autism and autism spectrum disorders.

Click to Read Maureen's Full Biography

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Supporting Autistic Students in the Classroom - Autism Awareness

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Teaching an autistic child can be both rewarding and challenging at times. If this is your first time teaching an autistic person, it can feel overwhelming figuring out what to do or how to best support that child in order to set the stage for optimal learning.

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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 Resources

Bay District Schools - Exceptional Student Education Department (ESE)

1311 Balboa Avenue, Panama City, FL 32401

Kathy Gonsalves, Director of Exceptional Student Education, Pre-K Services

FSU Centers for Autism Related Disorders (CARD)

2611 W 23rd St., Panama City, FL 32405

850-215-4330 Fax: 850-215-4337

Tyndall AFB - Exceptional Family Member Coordinator (EFMP)

445 Suwannee RD., Bldg 662, Rm 247, Tyndall AFB, FL 32403

Ms. Shannon Scott, EFMP-FS

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Autism Resources Bay District Schools - Exceptional Student Education Department (ESE) 1311 Balboa Avenue, Panama City, FL 32401 Kathy Gonsalves, Director of Exceptional Student Education, Pre-K Services FSU Centers for Autism Related Disorders (CARD) 2611 W 23rd St., Panama City, FL 32405 850-215-4330 Fax: 850-215-4337 Tyndall AFB - Exceptional Family Member Coordinator (EFMP) 445 Suwannee RD., Bldg 662, Rm 247, Tyndall AFB, FL 32403 Ms. Shannon Scott, EFMP-FS

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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, also called autism spectrum disorder (ASD), is a complicated, lifelong condition that includes problems with communication and behavior. It's a spectrum disorder, which means it affects people in different ways and in varying degrees. It usually appears by age 2 or 3.

People with autism have trouble with communication. They have trouble understanding what other people think and feel. This makes it hard for them to express themselves, either with words or through gestures, facial expressions, and touch.

People with autism may have problems with learning. Their skills might develop unevenly. For example, they could have trouble communicating but be unusually good at art, music, math, or things that involve memory. Because of this, they might do especially well on tests of analysis or problem-solving.

More children are diagnosed with autism now than ever before. But the latest numbers could be higher because of changes in how it's diagnosed, not because more children have the disorder.
"Low-functioning" vs. "high-functioning" autism

Every person with autism will be affected differently. Some people have a more challenging time with social, learning, or communication abilities. They may need help with everyday tasks and in some cases aren't able to live alone. Many people call this "low-functioning autism."

Other people may have autism with less obvious symptoms. They often do well and school and have fewer problems communicating. People usually call this "high-functioning autism."

But the terms "high-functioning" and "low-functioning" can be offensive. It's best to avoid them. To talk about how autism affects someone, you can instead use terms like "more significant" or "less significant."

Symptoms of autism usually appear before a child turns 3. Some people show signs from birth.

Common symptoms of autism include:

A lack of eye contact

A narrow range of interests or intense interest in certain topics

Doing something over and over, like repeating words or phrases, rocking back and forth, or fidgeting with objects (such as flipping a light switch)

High sensitivity to sounds, touches, smells, or sights that seem ordinary to other people

Not looking at or listening to other people

Not looking at things when another person points at you

Not wanting to be held or cuddled

Problems understanding or using speech, gestures, facial expressions, or tone of voice

Talking in a sing-song, flat, or robotic voice

Trouble adapting to changes in routine

Some children with autism may also have seizures. These might not start until adolescence.
Autism symptoms in adults
In adults, autism may show up in specific ways. Common symptoms can include:

Trouble understanding what other people are thinking or feeling

Choosing to be on your own or having a hard time making friends

Anxiety about social activities

Keeping a daily routine and getting upset if it changes

Having a hard time expressing how you feel

Taking things literally or not understanding sarcasm

Coming off as blunt, uninterested, or rude to others without meaning to

Other signs of autism in adults could include:

Avoiding eye contact

Not understanding social queues or "rules"

Getting too close to others or getting upset if someone gets too close or touches you

Being very interested in specific things

Picking up on small details, smells, sounds, or patterns that other people don't

Wanting to plan things very carefully before doing them

Autism symptoms in children
Children may show different signs of autism. They may include:

Not responding to their name by 9 months old

Not showing facial expressions by 9 months old

Not wanting to play simple games (like pat-a-cake) by 12 months old

Doesn't use gestures (like waving hello) by 12 months old

Doesn't understand when other people are sad or mad by 24 month old

Doesn't notice or want to join other children to play by 36 months old

Doesn't sing, act, or dance for you by 60 months old

Lines up toys in a specific order and gets upset if the order is changed

Shows obsessive interests

Rocks their body, flaps their hands, or spins in circles

Delayed language, movement, learning, or cognitive skills

Odd sleeping or eating habits

Less or more fear toward things than would ordinarily be expected

Stimming
Stimming is a self-stimulating behavior, such as hand and arm flapping, rocking, spinning, twirling, jumping, head-banging, or other similar body movements. It can also include using an object over and over again, like flicking a rubber band, twirling a string, touching something with a certain texture, and more.

People with autism may stim for fun, to ease boredom, or to cope with stress or anxiety. It can also help them adjust the level of sensory input. For example, they may twirl a string so they can watch it or focus on one sound so they can tune out another loud or stressful noise.
Meltdowns
At times, a person with autism may become overwhelmed by a situation and be unable to find a way to respond. This can cause them to have a meltdown. They may cry, scream, or act out physically by kicking, punching, or biting. They may shut down completely and stop responding in any way. This isn't a tantrum: They're simply unable to deal with being overwhelmed or to explain their feelings.

These types were once thought to be separate conditions. Now, they fall under the range of autism spectrum disorders including:

Asperger's syndrome. Children with Asperger's syndrome tend to score in the average or above-average range on intelligence tests. But they may have challenges with social skills and show a narrow scope of interests.

Autistic disorder. This is what most people think of when they hear the word "autism." It affects social interactions, communication, and play in children younger than 3 years.

Childhood disintegrative disorder. Children with this disorder have typical development for at least 2 years and then lose some or most of their communication and social skills.

Pervasive developmental disorder (PDD or atypical autism). Your doctor might use this term if your child has some autistic behavior, like delays in social and communications skills, but doesn't fit into another category.

Exactly why autism happens isn't clear. It could stem from problems in parts of your brain that interpret sensory input and process language.

Autism is four times more common in boys than in girls. It can happen in people of any race, ethnicity, or social background. Family income, lifestyle, or educational level doesn't affect a child's risk of autism. But there are some risk factors:

A child with an older parent has a higher risk of autism.

Pregnant women who are exposed to certain drugs or chemicals, like alcohol or anti-seizure medications, are more likely to have autistic children. Other risk factors include maternal metabolic conditions such as diabetes and obesity. Research has also linked autism to untreated phenylketonuria (also called PKU, a metabolic disorder caused by the absence of an enzyme) and rubella (German measles).

Is autism genetic?
Autism runs in families, so certain combinations of genes may increase a child's risk. Changes in more than 1,000 genes may be linked to autism. But not all of them are confirmed by experts. Genetic factors can affect someone's risk of autism anywhere from 40 to 80%.

Your overall risk depends on the combination of your genes, environment, your parents' age, and any birth complications.

A rare gene mutation or chromosome issue is likely to be the sole cause of about 2% to 4% of people with autism. This tends to happen in conditions that also affect other parts of the body, like with mutations in the ADNP gene. With ADNP syndrome, a person will show signs of autism as well as have specific facial features.

Many of the genes that are involved in autism are related to brain development. This may be why autism symptoms tend to involve issues with communication, cognitive functioning, or socialization.

Vaccines and autism
Vaccines don't cause autism. Even though some people have concerns that they do, studies have shown that there is no link between the two. Experts have reviewed the safety of eight vaccines for children and adults. They found that they're very safe, despite rare exceptions. Other studies have looked at the ingredients of different vaccines and found no link to autism. The health benefits of vaccines in preventing diseases far outweigh any potential risks.

It can be hard to get a definite diagnosis of autism. Your doctor will focus on behavior and development.

For children, diagnosis usually takes two steps.

A developmental screening will tell your doctor whether your child is on track with basic skills like learning, speaking, behavior, and moving. Experts suggest that children be screened for these developmental delays during their regular checkups at 9 months, 18 months, and 24 or 30 months of age. Children are routinely checked specifically for autism at their 18-month and 24-month checkups.

If your child shows signs of a problem on these screenings, they'll need a more complete evaluation. This might include hearing and vision tests or genetic tests. Your doctor might want to bring in someone who specializes in autism disorders, like a developmental pediatrician or a child psychologist. Some psychologists can also give a test called the Autism Diagnostic Observation Schedule (ADOS).

If you weren't diagnosed with autism as a child but notice yourself showing symptoms, talk to your doctor.
If you've just gotten a diagnosis
If you just got an autism diagnosis, there are a few steps you can take to feel your best:

Take the time you need to understand the diagnosis. You might feel a ranged of emotions. Know that you can reach out to your doctor for help. You can continue a normal life even after a diagnosis.

Do your research. You can read up on articles (such as this one) about autism. There's a lot of information out there, but a few good sources are all you need to start learning about your diagnosis.

Listen to others with autism. There are many blogs, books, or videos that you can use to understand the condition. People with autism can also share their stories to help you learn more about it.

Get the help you need. If you feel alone after you or your child got an autism diagnosis, look for support. National advocacy groups, support groups, your doctor, people on social media with autism, or your school, job, or college can help you navigate a diagnosis.

Keep an eye out for other health issues. While autism isn't an illness, many people with autism might also have other conditions, including ADHD, dyslexia, and others. If you have questions about you or your child's health, see your doctor and explain your concerns.

If you have autism, you'll have it your entire life. But early treatment can make a big difference in development for a child with autism. If you think your child shows symptoms of ASD, tell your doctor as soon as possible.
Autism treatments
What works for one person might not work for another. Your doctor should tailor treatment for you or your child. The main types of treatments are:

Behavioral: Helps a person understand the causes and results of behaviors so they can change unwanted behaviors.

Developmental: Speech therapy improves communication skills, physical therapy improves motor ability, occupational therapy works on life skills like dressing and eating.

Psychological: Treatments like cognitive-behavioral therapy (CBT) can help people deal with anxiety, depression, or other mental health issues In addition to autism.

Educational: Adapts learning processes to the needs of people with autism.

Social-relational: Focuses on bettering social skills and building emotional bonds.

Medications: Work to ease symptoms of ASD, like attention problems, hyperactivity, or anxiety.

Complementary treatments may help boost learning and communication skills in some people with autism. Complementary therapies include music, art, or animal-assisted therapy, such as horseback riding.

Applied behavior analysis (ABA) is a type of treatment that aims to promote positive behavior and discourage negative or harmful behavior. Some experts believe that ABA is a form of behavior control. They say that it forces people to conform to a rigid definition of "normal" and stifles behavior that's part of having autism. Advocates say that ABA has evolved from this approach. They claim that it's the best way for a person with autism to adapt in a way that lets them live in society more easily.
Fake autism treatments
There are certain treatments that are sold or advertised to treat autism but don't actually work. Some of these fake treatments can even be dangerous. Don't try any of the following for autism:

Raw camel's milk

GcMAF, which is an unlicensed injection made from blood cells

CEASE, which tells people to avoid vaccinations and suggests people take nutritional supplements that could be dangerous

Chlorine dioxide (CD) or Mineral Miracle Solution (MMS)

Some vitamins, minerals, and supplements

Secretin, a hormone found in your body

Chelation, which takes out heavy metal toxins in your blood

To spot a fake treatment, look for these warning signs:

Claims that it's a "cure," "miracle," or that you can "recover from" autism.

It's not available on major, reputable health sites.

It costs a lot of money.

It claims to work in many people "instantly."

Personal stories that it's worked instead of medical data.

States that anyone can do it, even without medical training.

It claims to cure lots of conditions.

Some groups of people are affected differently by autism.
Autism in women
Autism can sometimes be different for women compared to men. Compared to men, autistic cisgender women might:

Hide their feelings

Be quieter

Copy people who don't have autism or hide their autism signs in order to "fit in"

Seem to deal better with social situations

Show fewer signs of repetitive behaviors

Your doctor may not have as much knowledge about diagnosing girls or women with autism. Since many symptoms are focused on male stereotypes of autism, this can make it harder to tell if a female has autism. Because of this, girls and women with autism may be misdiagnosed or missed entirely. As experts become more aware of this, the estimates of how many men have autism compared to women has gotten smaller.
Autism and Racial and Ethnic Differences
More white children are diagnosed with autism spectrum disorder compared to Black or Hispanic children. Some of the reasons that these groups may not be getting diagnosis or care include:

Stigma about the disorder

Less access to medical resources because of non-citizenship or income

Not speaking English as a primary language

LGBTQIA+ and Autism
Research shows that people with autism are more likely to identify as a part of the LGBTQIA+ community than people who don't have it. People in this group who also have autism are more likely to face discrimination, issues with getting medical care, violence, and cultural stigmas. This can create greater mental health complications for LGBTQIA+ individuals who are autistic and already at a higher risk for these complications.

Talk to your doctor before trying something different, like a special diet. There's no hard evidence that special diets help children with ASD. Autism is a complex brain disorder.

Some children with autism might appear to be picky eaters. They may only eat foods of a certain color or texture, not eat enough or eat too much, or eat things that aren't food. They can have constipation, which makes them feel full even if they're not, or have issues with coughing or choking while they eat.

While it may seem that cutting out certain foods could relieve your child's symptoms, it might actually cause more harm.

For example, children with autism often have thinner bones. Dairy products have nutrients that can make their bones stronger. Studies on a protein in milk products called casein have found that many children performed the same whether or not they ate foods with this protein. Their autism symptoms didn't change in any remarkable way.

Some evidence shows that people with autism may have low levels of certain vitamins and minerals. This does not cause autism spectrum disorder. But your doctor may suggest s upplements to improve nutrition. Vitamin B and magnesium are two of the supplements most often used for people with autism. But people can overdose on these vitamins, so megavitamins should be avoided.

However, some diet changes may help with certain symptoms of autism. Food allergies, for example, may make behavior problems worse. Removing the allergen from your child's diet may make some behavior issues better.

The important thing is that your child's diet needs to support their specific nutritional needs and ASD symptoms. The best way to settle on the most useful diet is to work with your doctor and a nutrition specialist like a registered dietitian. They'll help you design a meal plan tailored for your child.

Some children with autism have digestive problems like constipation, belly pain, or nausea and vomiting. Your doctor can suggest a diet that won't make these issues worse.

And remember, nutritional needs change over time. Your child's dietitian will help you make sure the foods they eat are still meeting their needs as they get older.

Communication
You can help your child communicate better with autism by:

Using their name so they know you're speaking to them

Speaking slowly and clearly

Keeping language clear and simple

Give them extra time to understand what you've just said

Use simple gestures, pictures, or eye contact to help them understand what you're saying

Avoid:

Having a conversation in a noisy or crowded area

Saying things that have more than one meaning like "break a leg"

Asking your child a lot of questions

Trouble sleeping
Many kids with autism have a hard time falling asleep or staying asleep. You can help them by:

Keeping a sleep diary to look for common issues

Following the same bedtime routine each night

Letting them use ear plugs to sleep, if they help

Keeping their bedroom dark and quiet

Talking to a doctor about issues that might affect their sleep

Socializing

To help your child make friends and socialize:

Ask your child's school if they can help.

Ask your autism care team if they can give tips.

Look into the National Autism Society directory for local social groups that can help those with autism.

Ask for or read information from other parents of children who have autism.

Make sure you don't:

Force your kid into social settings if they want to be on their own instead.

Put pressure on your child. Give them time to learn social skills.

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As the name indicates, autism spectrum disorder includes a number of conditions with different symptoms. Learn about what autism is and how it's diagnosed.

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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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A definition of autism with an overview of communication, behaviours and interests, and sensory processing differences needed for an autism diagnosis.