Autism is a neurological disorder characterized by severe deficits in communication, language, and social skills. The prevalence of autism has risen significantly worldwide and in the Philippines over the past few decades. Tips for teaching children with autism include using simple and concrete language, teaching specific social rules, giving fewer choices, providing clear structure and routines, warning of any changes, addressing children individually, avoiding overstimulation, allowing avoidance of difficult activities, and allowing some obsessive behaviors as rewards.

1. for Teaching Children
with
Nneka C. Fabe
Bachelor in Elementary Education Major in Special Education
Xavier University – Ateneo de Cagayan

2. Brief Introduction to Autism
Prevalence
Tips for teaching children
with autism

3. BRIEF INTRODUCTION
TO AUTISM

4. is a neurological disorder (a "brain" disease)
characterized by the presence of severe
communication, language and social deficits
in affected persons.

6.  According to Erlinda Borromeo, Autism Speaks
Foundation president, one (1) in 68 children
worldwide has autism. The figure is way above the .5
cases in every 1,000 children in the 1980s and one in
110 children in 2008.
In the Philippines, estimated cases of autism rose
from 500,000 in 2008 to one million people at
present.

7. for Teaching Children with

9. Always keep your language simple
and concrete- Get your point
across in as few words as
possible.

10. Teach specific social rules/skills-
such as turn-taking and social
distance.

11. Give fewer choices- If a child is asked to
pick a color, say red, only give him two to
three choices to pick from. The more
choices, the more confused an autistic
child will become.

12. Give very clear choices and try not to leave choices
open ended - You’re bound to get a better result by
asking “Do you want to read or draw?” than by
asking “What do you want to do now?”

13. Repeat instructions and checking understanding
– Using short sentences to ensure clarity
of instructions.

14. Providing a very clear structure and a set
daily routine including time for play.

15. Providing warning of any impending change of
routine, or switch of activity
– this will avoid the child to tantrums

16. Addressing the pupil individually at all times
- For example, the pupil may not realize that
an instruction given to the whole class also
includes him/her. Calling the pupil’s name
and saying “I need you to listen to this as this is
something for you to do” can sometimes work;
other times the pupil will need to be
addressed individually.

17. Avoid overstimulation
- Minimizing/removal of distracters, or
providing access to an individual work area or
booth, when a task involving concentration is
set. Colorful wall displays can be distracting
for some pupils, others may find noise very
difficult to cope with.

18. Allowing the pupil to avoid certain activities (such
as sports and games) which s/he may not
understand or like; and supporting the pupil in
open-ended and group tasks.

19. Allowing some access to obsessive behavior
as a reward for positive efforts.

20. THANK YOU


21. RESOURCES
 http://www.philstar.com/headlines/2014/04/10/1310840/number-
people-autism-increasing
 http://teaching.monster.com/benefits/articles/8761-22-tips-
for-teaching-students-with-autism-spectrum-disorders
 https://www.mentalhelp.net/articles/introduction-to-
autism/