Students with autism spectrum disorders often have learning differences. Those differences are often easily accommodated for through instructional strategies and supports during independent work. Knowing the typical challenges that students with autism face and how those challenges impact them, is essential in order to support and ensure academic achievement.
Language Differences With Autism
Children with autism spectrum disorders have a range of verbal abilities. Some may be non-verbal. Children with autism who are non-verbal have real language delays and will often require specific language therapy to help promote language development. Until language develops they may need supports such as picture communication systems.
Many children with Asperger’s or higher functioning autism may appear to have better language skills. In fact, those with Asperger’s may even appear to have more advanced language skills. However, individuals on the autism spectrum often have a hard time interpreting more abstract language, like implied meanings. Things are taken literally. They may need things reworded into more literal language.
Students with autism spectrum disorders also usually have a hard time interpreting more subtle non-verbal cues. Things such as tone of voice, body positioning, rate of speech and subtle facial expressions can change the meaning of what is said. However, those things may be missed and not factored in. Children with autism spectrum disorders may need specific instruction in interpreting those more subtle clues. Caregivers and teachers should provide clearly worded communication.
Processing and Learning Differences with Autism
Students with autism spectrum disorders often have a hard time taking the perspective of others. They may argue when someone disagrees with them only because they cannot see the other person’s side. Careful explanations can help to alleviate there frustrations in those situations. They also are not apt to work to please others. They need to know why something is important to them, not why it is important to someone else.
Working memory is also sometimes a difficulty for those on the autism spectrum. Temple Grandin recommends reducing working memory demands as much as possible. For example, instructions may need to be broken down into single steps rather than multiple steps. Students may need information written down to refer back to. They may also need a longer time for responses.
Those with autism spectrum disorders often tend to be more visual learners and thinkers rather than auditory. Listening to spoken instruction may not be as conducive to learning as being able to see visual representations. Long written assignments may be more difficult and might be better replaced with allowing the students with autism to make a drawing, build a replica or diorama of something or participate in a hands-on project or experiment.
Information is not easily generalized or transferred for students with autism spectrum disorders. In other words, students might not be able to easily generalize information learned in one setting under a specific set of circumstances to a similar, yet different, setting or set of circumstances. Teaching skills in a variety of settings helps to promote that generalization.
Students on the autism spectrum of have significant strengths and weaknesses. Many times those strengths include savant type skills. Those strengths should be used as much as possible to promote learning. For example, some students with autism may be more numerically inclined. They may love numbers and track numerical information and save it. That love and ability with numbers should be used as a context for teaching other skills.
Social and Behavioral Challenges of Students With Autism
Children with autism spectrum disorders often have sensory processing difficulties with touch, hearing, vision, taste, or smell. They may get too overloaded by sensory information and need a place to calm down. They could also be overly sensitive to certain things like sound and try to avoid them. Other times they may "stim" (for example, hand or finger movements, staring at things, noise making) in order to block out or gain more sensory input.
Students with autism spectrum disorders are often very routine bound. Given their other difficulties, the world can seem rather chaotic. Therefore, familiar routines can be comforting and unexpected disruptions can be frustrating. If a schedule is changed, letting them know in advance can help significantly. If there is a sudden disruption, explain the change as soon as possible.
Children with autism often have all encompassing preoccupations with specific things or subjects. Everyone has hobbies, but for children with autism spectrum disorders, those interests can get in the way of more functional routines. However, those interests can be a great basis for teaching many other things. For example, an extreme interest in dinosaurs could be used to teach many skills including geography, writing, math or science.
Learning and Autism
Children with autism spectrum disorders may have any number of learning challenges. Understanding the common difficulties they face enables teachers and other caregivers to better adjust the instructional presentation and the work the students do.
References:
Temple Grandin, Autism Research Institute, “Choosing the Right Job for People with Autism or Asperger's Syndrome.” November, 1999. (accessed June 19, 2010).
American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition – Text Revision. 2000.
Additional Resources:
Classrooms for Children with Autism
and know the Steps for Preparing Children with Autism for Careers
Deborah O'Banion - Having published hundreds of articles, Deborah O'Banion is a prolific writer on topics related to psychology, education and parenting. She ...
