Integrating the Child with Autism into the Classroom
By Caroline Wyman

The Student with Autism

One of our biggest challenges is the student with autism. Autism is characterized by three types of impairment, all of which are present in some way:

1. Rigidity of thought and behavior, with limited imagination or imaginative play. The child may carry out ritualistic actions or focus on an object's minor details (such as an item of clothing rather than the person, or part of a toy rather than the toy itself).
2. Limited verbal and non-verbal communication with a lack of true two-way conversational skills; failure to understand the emotions, gestures, or ideas of others; being overly literal when interpreting what is said.
3. Difficulty with social relationships—the child appears aloof or indifferent and, if contact is initiated, the approach is inappropriate or repetitive.

Some children with autism are high functioning—they are able to express their thoughts and feelings. Others have a harder time verbalizing and communicating. Children who cannot verbalize their needs can become frustrated. This frustration can escalate into agitation—and even disruption—in the classroom.

Recent findings about the origin of autism cite the possibility of dietary- or vaccine-related causes. Although nothing has yet been pinpointed as the sole cause, recent publicity of new research is helping families become more aware of the impairment. They are learning ways to help their child cope and, ultimately, to become well adjusted. The key is early intervention. This involves parent, teacher, and identified specialists. Having a good relationship with the parents and discussing how behavior is handled at home helps teachers pave the way for a successful school experience.

Classroom Integration
There are some simple steps you can take to help mitigate an autistic child's negative reactions. Having a very organized classroom is important. Very specific verbal or visual cues will help the autistic child function alongside classmates. For example, labeling a reading area with a sign that says, "Read" and shows a picture of someone reading a book will help the child make a smooth transition into reading time. Pictures and words can be placed throughout the entire classroom to help identify items such as the pencil sharpener, and to show where to line up and hang coats, and where crayons and other classroom materials are located.

There also should be a designated spot where the autistic child can sit quietly and without stimulation during times of frustration or agitation. This is not meant as a punishment. Rather, this is a place for the child to feel safe, and gives him or her time to regroup before rejoining classroom activities. An area that is quiet and dark, such as a tent or a cubby spot with "feel" items like a box of rice marbles, can be soothing.

Here are some other tools and basic strategies that have been identified as useful for the autistic student:

• Provide very clear structure and a set daily routine (including playtime). Ensure the pupil knows the program in the morning, and make frequent reference to it throughout the day.
• For example, provide a "picture board" with the day's activities laid out. The child can move the activity picture to the "finished" section on the board before moving on to the next activity. Place this board in a neutral area (i.e., an area not linked with specific activities), creating a transition area to enhance the understanding of "finish" and of moving on to the next activity.
• Teach what "finished" means and help the pupil identify when something is finished and when something new has started.
• Provide warning of any impending change of routine or activity.
• Use clear and unambiguous language. Avoid humor/irony, or phrases like, "My feet are killing me," which can cause confusion.
• Address the student 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," sometimes helps; other times, the pupil will need to be addressed separately.
• Repeat instructions and check understanding. Short sentences help ensure clarity.
• Use various means of presentation—visual physical guidance, peer modeling, etc.
• Ensure consistency of expectation among all staff. Avoid any "backing down" once a reasonable and manageable target has been set.
• Recognize that some change in behavior may reflect the child's anxiety, which could be triggered by even a minor variation in routine.
• Do not take what appears to be rude or aggressive behavior personally. Recognize that the target of the pupil's anger may be unrelated to the source of that anger.
• Teach the specifics of social rules/skills, such as turn-taking and social distance.
• Minimize/remove distracters or provide access to an individual work area or booth when a task involves concentration. Colorful wall displays can be distracting for some pupils; others may not be able to cope with noise.
• Try to link work to the pupil's particular interests.
• Explore word-processing and computer-based learning for literacy.
• Protect the pupil from teasing during free times and provide peers with some awareness of the autistic child's special needs.
• Allow the pupil to avoid certain activities (such as sports and games) that may not be understood. Support the pupil in open-ended and group tasks.
• Allow some access to obsessive behavior as a reward for positive efforts.

A pessimist is one who makes difficulties of his opportunities and an optimist is one who makes opportunities of his difficulties.
Harry Truman

Resources:
http://www.mugsy.org
http://www.brainconnection.com
http://www.bellaonline.com
http://www.researchautism.org
http://www.pediatricservices.com

Caroline Wyman has a degree in Sociology and a Masters in Elementary Education and is the administrator for TeacherNet.com.