Autism is a complex developmental disability that affects communication and social skills. It is considered a spectrum disorder, meaning symptoms vary widely between individuals. People with autism have difficulty with non-verbal communication, social interactions involving play, understanding others' feelings, and learning can be unpredictable. However, some people with autism have high IQs and talents in areas like computer science. Teachers can help students with autism by structuring the classroom environment, developing educational and behavior plans tailored to each student's needs, attending training to improve their skills, and using strategies like staying calm, being consistent, limiting choices, and teaching expected behaviors.

1. PRESENTED BY
Nasir Ahmad PhD
Assistant Professor School of Education & staff Training University of Swat
nasir_cupid@yahoo.com

2. What is Autism
 Autism is known as a complex developmental
disability. "Autism" means a developmental disability
significantly affecting verbal and non-verbal
communication and social interaction, generally
evident before age three, that adversely affects
educational performance.

3. Autism
 People with autism have issues with non-verbal
communication, a wide range of social interactions,
and activities that include an element of play.

4. Autism is a wide-spectrum
disorder
 This means that no two people with autism will have
exactly the same symptoms. As well as experiencing
varying combinations of symptoms, some people will
have mild symptoms while others will have severe
ones.

5. Social skills
 The way in which a person with an ASD interacts with
another individual is quite different compared to how the
rest of the population behaves. If the symptoms are not
severe, the person with ASD may seem socially
clumsy, sometimes offensive in his/her comments, If the
symptoms are more severe, the person may seem not to
be interested in other people at all.

6. Being aware of the feelings of
others
 A person with autism will find it much harder to
understand the feelings of other people. His/her
ability to instinctively empathize with others is much
weaker than other people's. However, if they are
frequently reminded of this, the ability to take other
people's feelings into account improves tremendously.
In some cases as a result of frequent practice empathy
does improve, and some of it becomes natural rather
than intellectual.

7. Self centerd
 Almost everybody on this planet prefers to talk about
himself/herself more than other people; it is human
nature. The person with autism will usually do so even
more.

8. Physical contact
 A number of children with an ASD do not like
cuddling or being touched like other children do. It is
wrong to say that all children with autism are like that.
Many will hug a relative usually the mother, father,
grandmother, grandfather, teacher, and or sibling and
enjoy it greatly.

9. Learning may be unpredictable
 How quickly a child with autism learns things can be
unpredictable. They may learn something much faster
than other children, such as how to read long words,
only to forget them completely later on. They may
learn how to do something the hard way before they
learn how to do it the easy way.

10. Myths about autism
 However, a sizeable proportion of people with an
(Autism Spectrum Disorder) have high IQs and a
unique talent for computer science. German software
company SAP AG has become aware of this and
announced in May 2013 that it planned to employ
hundreds of people with autism as software testers,
programmers and data quality assurance specialists.

11. Structured environment
Structure your classroom and consider the
following checklist:
 Flexibility of curriculum access
Be aware of physical sensitivities—sound, light, space,
interpersonal factors,
program factors , methodology,
needs/interests of students).
 Routines
 Communication issues: visual resources
- timetables, schedules and work tasks
 Dealing with anxiety, stress, sensory sensitivities

12.  Positive behaviour management
strategies, reward systems
 Behaviour management structures.

13. EDUCATIONAL PLAN
 You will need to make accommodations, adjustments and
modifications to the curriculum you deliver, according to
the student’s needs.

14. TRAINING & DEVELOPMENT
Your confidence, knowledge and skills will grow as
you work through issues, plan and talk with family
and support providers.
 Attend training sessions
- An efficient way to access information
provides opportunities to talk with other teachers.

15.  Read and find out basic information.
 Gather information about what support services are
available and contact them.
 Listen to parents develop a positive working
relationship with them.
 Contact Autism ASD Consultants or Consultant
Teacher

16.  Organise whole staff training and development
what information and understanding does your
staff need.
 Consider what classroom curriculum
modifications, equipment or specialised areas for
support will be needed

17. Teacher training for autistic
children
 The coursework will focus on the design, delivery and
evaluation of services to children with disabilities from
birth to age 5, with a primary focus on infants and
preschoolers. The program addresses the essential
problems of practice with special emphasis given to
effective intervention into daily routines and activities.
Strategies will address young children with disabilities
as well as children who are at risk for school failure:
children who are English-language learners and
children who have challenging behaviors.

18.  The autism course work covers causes of autism,
understanding the characteristics of children and
youth with autism, methods of teaching individuals
with autism, high-functioning children and youth with
autism and Asperger syndrome. The remainder of the
course work includes assessment, research, and
applied behavior analysis.

19.  The program is designed for anyone who works with
young children who has an interest in autism and
other young children with disabilities. Early childhood
special education teachers, early
interventionists, therapists who provide home-based
services for young children with autism, early
childhood practitioners who work with children who
are at risk or those with disabilities, child-care center
staff in inclusive settings will find this program
particularly useful.

20. Keys to deal autistics
 Stay calm
 Keep your sense of humour
 Be consistent and firm
 Limit choice
 Be structured and flexible
 Teach the behaviour you expect
 Keep cool allow student to have a drink
of water
 Keep safe