1) The document discusses strategies for teaching children with autism, focusing on understanding their unique thinking processes and learning needs. It emphasizes teaching flexibility of thought, using visual supports, avoiding abstract language, and helping children develop behavioral and social skills. 2) Children with autism have difficulties with generalization, categorization, and thinking flexibly. They learn best through concrete, tangible experiences rather than abstract ideas or imitation. Teachers should recognize each child's specialized brain and adapt their instruction accordingly. 3) When teaching children with autism, teachers should create a supportive environment, understand triggers for anxiety, be aware of sensory sensitivities, use clear and simple instructions with visual aids, and directly teach social skills through modeled replacement behaviors

1. SANDRA VEGA CARRERO A world inside of
a world
Let’s change the way of teaching!

2. Introduction
“In our society everything seems to be
in phases. We go through phases at
school, phases at work and even
phases in our homes. The phases we
encounter in life and our interaction with
other human beings is what shapes us
into the individuals that we are”.
Dr. Christopher E. Cunningham

3. People with autism live in a world inside of a world. They do not
process thing the same that neurotypical individuals do. Their
interaction with others and the environment are distinctly unique.
If these interactions are what will mold us into who we are, then
much emphasis must be place on the people who interact with
children with autism, during their development, on a constant and
daily basis. This is why I decided to write about it. Let’s take a
closer look at what is autism, their learning process, and what
you as a teacher should do while working in an inclusive
classroom.
Sandra Vega Carrero
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4. Chapter 1
General
knowledge
Since 1940s when the American psychiatrist Leo
Kanner described and defined autism, many things
have been told. There are several studies,
researches, books, documental, and videos created
by professionals, parents, and adults with autism or
anybody interested in this spectrum disorder. But
still there are many things undiscovered, and
several questions without an answer.

5. Section 1
General knowledge about autism
There are some statistics that affirm that nowadays the number
of children with autism has been increased significantly. One in
68 U.S. children has an autism spectrum disorder (ASD) and it is
four times more present in boys than in girls according to a new
report released on March 2014 by the Centers for Disease
Control and Prevention (CDC). Although I believe it is not just the
number people with autism that is being increased, it is the
number of children that had received a diagnosis.
Therefore, this can also be an indicator of a significantly grow of
awareness about the characteristics of the spectrum. Parents,
teachers, and citizens have become more awarded and
educated about the development of the kids. They understand
that there are some stages that each child must go through, they
trust their gut instincts and recognize that something is not going
properly in their kids growing process; consequently they are
looking for help trying to understand what is going on with their
kids. Doctors are getting better trained about autism; they
understand that this is not just a medical issue, which can be
solved with medicaments. Instead, many out there comprehend
that autism is a brain-based disorder that impacts the normal
development of the child, affects his/her abilities in areas of
social interaction, communication skills and behavior.
While growing it is expected for a child to pick up instinctively
some social clues, and learning basic social rules like saying
“please” and “thank you” people expect that everybody learn
how to communicate and “use their words” to express their
4
Movie 1.1 General Knowledge about autism

6. needs and wants. This process seems to be very easy for a
neurotypical individual, but in a child with autism, seems to be
very difficult to learn by them.
It is very important to keep in mind that every child with autism is
probably very different to another. Each child development is
totally different, that is why it is impossible to apply the same
learning strategies to every single individual. It is essential that
parents and instructors learn to identify their strength and needs
in order to implement a teaching method.
When does autism usually start?
There isn’t professional agreement about this aspect, although
research has shown that autism can be developing from birth or a
very early age (classic autism). The kid’s language never progress,
they seem to be disconnected from the world, they avoid eye
contact and she or he don’t respond to their parents’ smiles or
coos.
Some other children with autism go back, hence they stop
communicating verbal and non verbally, playing, sharing smiles or
using the social skills that they have already learned (Regressive
autism).
In general, there are some similar characteristics that can be
notice between 12 – 18 months, but most children are not
formally diagnosed until they are 2 – 3 years old. It is essential
that parents be ever vigilant trying to follow the growing process
of their child, and look for help if they are concerned. If the child
presents any of the early signs, it doesn’t necessary mean that he
or she has autism, but you should have him/her evaluated to
determine if there is any necessitate for alarm.
Social Skills
Communication
Behavior
1 2 3
5

7. Gallery 1.1 Early signs of autism
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Review 1.1 General Knowledge about autism
Question 1 of 3
According to CDC, nowadays
A. The number of children with ASD
has decreased.
B. ASD it is four times more present in
girls than in boys
C. One in 68 U.S. children has an
autism spectrum disorder
D. Researchers have found the reason
why does autism appear.
Check Answer

8. Chapter 2
Thinking and
learning
Process
It is crucial to understand and accept that people
with Autism have a unique way of thinking. Their
brain and information process occur differently than
in neurotypical individuals

9. For individuals with autism, generalization is very difficult to
understand; their thinking process goes from specific to general.
This has an effect on their ability to create groups of items or link
ideas into categories. Categories are the opening of concept
development. Nancy Minshew a Professor of Psychiatry and
Neurology at the University of Pittsburgh, found that people with
autism can easily sort object into categories such as red or blue,
but they have difficulty creating new categories for groups of
common objects.
“Teachers should work on teaching flexibility of thinking by
playing a game where the autistic individual is asked to make up
new categories for the objects like objects containing metal, or
objects used in sports. Then the teacher should get the person to
explain the reason for putting an object in a specific
category” (Grandin, 2006, p. 30)
Dr. Ball, J. (2008) says: “it affects their ability to notice
similarities and differences. For example, no one specifically
taught you the concept “dog” did they? You saw all different
types of dogs and your brain group them into a broad
classification based on common characteristics. Not so for most
kids with ASD. A black dog is different from a white dog, and a
Terrier is different from a Great Dane. Without categories, these
observations sit in the child’s brain as unrelated pieces that do
not connect in logical ways to each other. It makes learning very
difficult” p.19.
Section 1
Thinking Process
8
Movie 2.1 Common Characteristics of individuals with
autism

10. Semi -abstract
Because of their specific thinking process, a child with autism
thinks concretely, he or she will respond better to what is tangible
than what is abstract. “Tangible objects are more meaningful to
children on the spectrum than are photographs or line drawings
of the same objects- especially when the children are very young”
(Ball, 2008, p. 21). It is very difficult for him/her to naturally
understand that one knowledge gain in a particular situation can
be applied in other contexts. For example, if a mother teach a
kid to knock on his/her sister closed door and wait to see if she
responds before entering, probably when the kid goes to other
people’s house and see the door closed, he/she may enter in
without knocking or waiting. Therefore, it is very important to
teach repeatedly the same concept in different environments
until, he/ she learns it successfully.
Another aspect to keep in mind, is the tendency in their thinking
process to the inflexibility, some of them can’t live without
specific and unchangeable routines, and patterns. If for any
reason their schedule mess up, this can generate them anxiety
and they may feel their world is falling apart. It is a need to
teach them that change is part of the life, but of course this can
take a while until they accept interruptions in their routines.
Kids with autism do not learn trough imitation. A neurotypical
child may learn how to play with the cars while watching other
kids. But a child with ASD probably won’t even pay attention to
the kid to learn how to play cars. They don’t see others as a
source of information for learning. Skills that involve sequence of
movements such as telling a story without words by using body
movements and facial expressions are often impacted. This has a
large repercussion for the kid’s capability to learn about others’
moods, speech, body language, and social skills.
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Concrete
Semi-concrete
Abstract
1 2 3 4

11. Many Individuals with ASD process visual information better than
auditory information. It is very difficult for them to retain or
remember verbal instructions. Hearing and responding is a
complicated mental duty, and for many children their processing
speed is delayed.
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Review 2.1 Thinking process
Question 1 of 3
According to Ball (2008) we can conclude that:
A. The thinking process of a child with
ASD is abstract.
B. Kids with ASD process better the
tangible information.
C. One of the major characteristic of
children with ASD is their flexibility.
Check Answer

12. It is important to keep in mind that learning is not a linear
process for a child with autism. His or her aptitudes may change
from day to day maybe because of anxiety, difficulties in
concentration, or variation while processing information.
Teachers should understand that those changes are present
there in their learning processes, it is very difficult to eliminate
them, but they don’t mean that the kid is disobedient, spoil,
uneducated, or maybe it is not trying enough. Although each
behavior is a way of communication, parents and teachers
should learn to interpret the kid’s inappropriate behavior, maybe
something from the environment in the classroom is bothering
him/her. Changing this environment condition may help them to
calm their anxiety. Of course not all the environmental conditions
can be adapted for each single kid, so maybe therapy would be
required it in order to help the child to overcome this difficulty.
It was very popular to believe that all the kids with autism were
only visual thinkers. Nowadays, there is a tendency to believe
that each child on the spectrum develops a specialized brain.
According to their specialization, the information process will be
so much better if appropriated resources and methods are
implement while teaching a determinate subject. Dr. Temple, G.
(2006) considered that there are 3 basic categories of specialized
brain: Visual thinkers, Music and math thinkers and verbal logic
thinkers.
1. Visual Thinking:
It is the common experience of thinking through visual
processing using the part of the brain that is emotional and
creative to organize information in an instinctive and
instantaneous way. Images and spatial relations seem to
dominate thinking process.
2. Music and math thinking:
Patterns as a replacement for pictures rule the thinking
processes of these kids. Children who think this mode can have
strong associative skills. Grandin (2006) “They like finding
relationships between numbers or musical notes; some children
may have savant-type calculation skills or be able to play a piece
of music after hearing it just once. Musical talent often emerges
without formal instruction. Many of these children can teach
themselves if keyboards and other instruments are available”.
Section 2
Learning Process
11

13. 3. Verbal Logic Thinking: Children who think this way like words and speech. They enjoy
making lists and will often memorize things such as stories in
alphabetical order train timetables and routes, and even ordinary
things like software product codes. There doesn't need to be a
pattern, there just needs to be words.
I like to capitalize that kids with autism have many strengths and
it is important to support them in the learning process at home
and school. Every body involved in their life should find the way
to improve their abilities to learn. After recognizing their particular
specialized brain, changes and adjusts can be made in the
environment and methodologies with the main goal of enhancing
their capabilities. We have to change the way we teach when
there is an autistic kid in the classroom, helping them work
through their weaknesses and offering an appropriate
communication system for the child, capitalizing on the child’s
interests, and generally structuring the child’s interaction and
learning contexts to meet the child’s individual needs.
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Gallery 2.1 Categories of specialized brain
Visual Thinking

14. Review 2.2 Learning Process
Question 1 of 3
The learning process for a child with autism
must be:
A. Academic
B. Linear
C. Sequential
D. None of the above
Check Answer
13

15. Chapter 3
Educating
children with
autism
“Each child will progress based on their
own strengths and weaknesses. Learning
will occur, but as a process. Capitalize on
his strengths and help him overcome his
challenges”
Ball, J. 2008

16. Section 1
Educating children with autism
How can a teacher be an educational leader and a change
agent in an inclusive classroom with ASD students?
The first thing a teacher needs to keep in mind is that students
with autism are individuals first. Their autism is part of their
functioning but it is not all of who they are. Each child with ASD
has his / her own personality, just as neurotypicals are all
different. Understanding and accepting those differences help
teachers to better know and help each individual student. They
should create an environment where differences are exposed and
accepted.
Second, kids with autism constantly have stressful moments and
anxiety due diverse circumstances. Some behaviors are extreme
and challenging. They can even disturb their ability to learn.
Teachers should spend a period of time observing the child to
ensure that they understand the conditions in the environment, or
momentous that may influence those behaviors. Lesson plans
should contain strategies and varying activities to make sure that
classroom conditions help the child.
Third, an instructor should be aware of the sensory and
perceptual abnormalities that a child with autism may present,
including over/under sensitivity to noise, smell, taste, light, touch
or movement. The teacher should consider the noise level, the
materials in use during lessons and make any adjustments in
order to help them to focus while learning.
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Movie 3.1 Developing talents in Specialized Brains

17. Fourth, a teacher should keep in mind the concrete way as kids
with autism process information, by knowing this, he/she should
try to keep the instructions clear, simple and direct, the instructor
must avoid sarcastic language and metaphors. And tell the kid
what should be done instead of saying what should not be done.
Maybe the instructor can use visual support to gain better
understanding. In addition it is important to give the child time for
understanding the instruction and to respond.
Fifth, a teacher should remember that children with ASD have
difficulties while recognizing that others have viewpoints.
Specially for teenagers, teachers need to comprehend that a child
with autism will not learn social skills instinctively therefore, it will
be necessary to incorporate specific strategies in the teaching
lessons to offer opportunities for the child to use his or her
abilities in different circumstances.
Finally, the infant with an ASD doesn’t always respond to the
typical methods of discipline. The instructor may create a
systematic plan to develop their behavior. The department of
Education of UK suggests some strategies and schedules that
may help teachers to improve these behaviors.
I. Use schedules, timetables or calendars that help to show
when something will happen.
II. Use accessible pictorial or written rules to remind a child
what he/she should do.
III. Physically arrange the classroom to show where something
should happen.
IV. Provide a checklist using objects of reference, photographs
or a written list to help the pupil follow directions
independently.
V. Replace inappropriate with appropriate behaviors:
★ Teach the child to communicate; in difficult situations, for
example, the child needs to be able to ask for help, to take a
break, to express emotions such as fear or anger.
★ Teach social skills, which will help the child initiate, sustain
or escape anxious social situations, such as going to a quiet
place, completing a calming activity or using relaxation
techniques.
★ Teach specific play and leisure skills which might occupy his
interest.
★ Develop behavior targets, which shape the child’s behavior
toward more appropriate behavior
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18. Review 3.1 Educating Children with Autism
Question 1 of 3
Choose the correct answer
Check Answer
17

19. Conclusion
“Teach the autistic child positive religious
values. Instruct the child to live a good life
where others are treated with kindness and
respect... They must be taught that they
should do things to make the community a
better place”.
Dr. Temple Grandin

20. Conclusion
Nowadays, there are many researchers, parents, and instructors not just
trying to characterize the Autism Spectrum Disorder, but instead looking
forward to find and implement successful learning strategies that support
the child’s learning process. Activist are calling on the whole world to be
aware of the importance of accepting difference/diversity, and showing how
being tolerant of each other will enrich our society.
As I said before, there are still many questions to be answered, but I can’t
help but feel hope when I see that there is such a numerous amount of
people interested in this disorder. I feel hope when I see teachers getting
trained to provide better educational services to children with ASD. Lastly, of
course I feel hope when I see a parent accepting his/her child’s condition,
and ready to love a child that lives in this world and their own.
Sandra Vega Carrero
xix

21. References
1. Ball, J. (2008) Early Intervention and Autism, Future Horizons, Inc,
Arlington, Texas
2. Grandin, T. (2006) Thinking in Pictures, My life with Autism, Vintage Book,
New York,
3. Grandin, T. (2012 ) Different... Not Less, Future Horizons, Inc, Arlington,
Texas
4. Kluth, P. (2003) You’re going to love this Kid! Teaching Students with
Autism in the Inclusive Classroom, Paul, H Brookes Publishing, Baltimore,
Maryland.
5. Melmed, R. (2007) Autism Early Intervention Fast Facts, Future Horizons,
Inc, Arlington, Texas
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