Autism in the General Education Classroom

The number of children in our public schools diagnosed with autism is increasing significantly.  These kids are no longer just being served in self-contained classes hidden away from the mainstream.  Our children with autism are now participating in inclusion classes with their general ed. peers.  Some participate for only part of the day, while others may be participating for the entire school day.  I have seen the stress on the general ed. and special ed. teacher’s faces.  Remember, Autism is a truly unique disability and it takes a certain level of understanding and comfort to work with these children.  Understanding and comfort, that even I had to learn when I first jumped, feet first into my Autism Classroom.  However, it can be done!

Awareness:  Educate the Educators.  In all of my years of teaching, I have never seen a professional development opportunity designated to our Autism population.  Sometimes, by simply providing some basic information and resources to the general ed. teacher, you can build their self-confidence and comfort level enough to make a significant difference!  I have found some great resources online.  You can take free online courses offered by reputable institutions.  Here are links to VCU and Yale both of which offer FREE online courses).  Most recently, I signed up for a Foundations of Autism Course for FREE, as kind of a dry run for my schooling in the fall.  I’ll let you all know how it goesJ 

Now, despite whatever the interfering behavior may be, I would make sure these basic practices were in place. 

Visuals: Look for opportunities to utilize visual supports in the regular ed. classroom.  Even if the student is high functioning visual supports are a MUST!  The student should have a visual schedule so he or she has a clear understanding of where they should be, when they should be there, and what they are supposed to do when they get there.   You can link back to my post on Visual Schedules here.

Reinforcement:  I would also suggest a reinforcement schedule based on the students need.  If the student is getting up out of her seat at all times of the day, you would provide reinforcement when she stayed in her seat.  Based on her schedule, the student can be conditioned to remain her seat for extended times. Reinforcement Schedules as an evidenced based practice can get pretty detailed and intense.  That would require a post all it’s own.  Look for that next timeJ.  In the meantime, you can look at incorporating token boards and reinforcement here.

Sensory Breaks:  The student with Autism has definite sensory needs.  You will want to consult with your Occupational Therapist about developing a sensory diet.  By scheduling these breaks strategically, you can often prevent disruptive outbursts caused by sensory overload or sensory seeking behaviors. 

When we provide educational opportunities to raise autism awareness in our schools, we break down some of the stereotypes that may prevent our students from being fully accepted in the general education environment.  Everyone from teachers to administrators should first presume the student is able and competent.  Then, make sure that the necessary supports are in place in order to reduce the possibility of a negative experience and increase the likelihood of success.