learning strategies for teacher

2. General teaching strategies for the
student with ASD

3. When you’re talking to student :
• Attention : make sure you get the child’s attention before talking to
them.
• Unnecessary language : be short and to the point (eg: instead of
saying, ‘You need to come and sit in seat like all the other children
until it’s time to go outside’, ‘point to the chair and say, Sit please’.
• Do vs. Don’t : Tell the child what you want him/her to do instead of
what not to do. Avoid using don’t because a child with autism may
not understand or catch reversed meaning of the statement
beginning with don’t.

4. Establish and maintain a consistent
classroom routine
• This is incredibly important as many children with ASD have difficulty
adapting to changes.
• Children with ASD will benefit from visual schedule which allow a
tactile response (ie: picture symbol with Velcro to the next scheduled
activity).

5. • Children with ASDs often struggle in tolerating different sensory
imput (sensory integration disorder). Therefore, teaches should make
efforts to understand how environmental influences (eg: toys, noise &
light) impact children with ASDs.
• Reasonable attempts to accommodate children’s sensory issues
should be attempted (just right challenge).
Control the environment

6. • Children with ASDs often have some fairly specified interests.
• In some instance, the heightened interest is described as being an
obsession.
• However, children with mild presentations often demonstrate
appropriate interests in certain topics. Therefore, teachers need to
determine what is an appropriate interest and find ways to get
children to engage with peers surrounding that area (eg: car, trains)
Find the special interest and use it to
motivate

7. • Children with ASDs struggle establishing eye contact and joint
attention.
• Essentially, teachers have a responsibility to work to encourage eye
contact of children with ASDs.
Make of habit of gently pulling for eye
contact

8. • Concrete language should be used when making request to children
with ASD.
• Request presented with pictorial supports have a better chance of
being followed.
• Lengthy instruction should be avoided.
• Use clear directive question.
Make request that are clear and concise.