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Teaching students with Autism Spectrum Disorders (ASD) can
be very challenging. Every student learns in a different way, and through
research, I have learned that students on the Autism Spectrum learn best
through visual representations (Drue, Wells, Segal, 2011). These symbols can be presented as pictures on
paper, on screen, in books, or drawings. When children with ASD have visual
representations for what they are learning, they are more likely to understand
and retain the information compared to lessons taught orally or
through written word. The Spectrum consists of five sub-types of Autism: Autism
Disorder, Asperger’s Syndrome, Rett’s Syndrome, Childhood Disintegrative Disorder,
and Pervasive Development Disorder – Not Otherwise Specified (Ryan, Hughes, Katsiyannis, McDaniel, Sprinkle, 2011). Although all of
these sub-types possess similar characteristics, each has specific attributes
that affects students differently.
Research has listed many interventions that teachers can implement in classrooms to help students with ASD specifically, but will also benefit all students. When children with Autism are permitted to use computers instead of being limited to pencil and paper, research has demonstrated that they produce more work and complete the assignments with little complaint (Drue, Wells, Segal, 2011). An example for this occurrence is that students with ASD have difficulty with handwriting, and when teachers allowed the students to type on the computer instead of write the assignment, they found that students wrote more about the topic and did not complain. Another intervention that is facilitated by a computer is called an E-word Wall. This reflects the ideas of a typical Word Wall found in a classroom, but can be accommodated for each individual student’s needs. Students can independently manipulate the program to learn new vocabulary, practice spelling, learn phonics, and much more. Because the E-word Wall adds the visual element to the language, children with ASD tend to have more success with understanding of the language.
In this day and age, music is an intricate part of people’s lives. When music can be integrated into the curriculum, students are more motivated to be engaged in the lesson and remember the content (Hines, 2010). The recognition of the written words registers with their auditory memory, embedding the vocabulary into their lexicon. Because the word is used in context, students learn the meaning for words instead of language in isolation. Whenever students can learn language in context, they are more likely to increase their reading comprehension skills.
Other basic changes can be made to a classroom to accommodate students on the Autism Spectrum. Adding visuals to any activity and instruction helps students understand and become more interested in the materials being taught. Color coding folders, ideas, and information can help students with organization and understanding. An emotional thermometer can be used to teach students the variations in intensities between words (Gately, 2008). Students with ASD struggle with social situations and understanding feelings. This is caused by a lack in Theory of Mind – understanding that others have feelings that are different from one’s own. Emotional thermometers are color coded to help students learn the differences through visual representations. Reader's Theater is an activity that can help students increase reading fluency, which in turn increases comprehension (Garrett & O'Connor, 2010). Picture Exchange Communication Systems are helpful for students with ASD, especially those students who are non-verbal, because children can manipulate images to communicate their needs, wants, and knowledge. This system helps children develop fundamental language skills through visual representations (Broun, 2009).
The ideas listed are just a few that were researched and that are more thoroughly discussed throughout the website. There are many more effective interventions to teach reading and writing that are beneficial, not only for students with Autism Spectrum Disorders, but for all students.
Research has listed many interventions that teachers can implement in classrooms to help students with ASD specifically, but will also benefit all students. When children with Autism are permitted to use computers instead of being limited to pencil and paper, research has demonstrated that they produce more work and complete the assignments with little complaint (Drue, Wells, Segal, 2011). An example for this occurrence is that students with ASD have difficulty with handwriting, and when teachers allowed the students to type on the computer instead of write the assignment, they found that students wrote more about the topic and did not complain. Another intervention that is facilitated by a computer is called an E-word Wall. This reflects the ideas of a typical Word Wall found in a classroom, but can be accommodated for each individual student’s needs. Students can independently manipulate the program to learn new vocabulary, practice spelling, learn phonics, and much more. Because the E-word Wall adds the visual element to the language, children with ASD tend to have more success with understanding of the language.
In this day and age, music is an intricate part of people’s lives. When music can be integrated into the curriculum, students are more motivated to be engaged in the lesson and remember the content (Hines, 2010). The recognition of the written words registers with their auditory memory, embedding the vocabulary into their lexicon. Because the word is used in context, students learn the meaning for words instead of language in isolation. Whenever students can learn language in context, they are more likely to increase their reading comprehension skills.
Other basic changes can be made to a classroom to accommodate students on the Autism Spectrum. Adding visuals to any activity and instruction helps students understand and become more interested in the materials being taught. Color coding folders, ideas, and information can help students with organization and understanding. An emotional thermometer can be used to teach students the variations in intensities between words (Gately, 2008). Students with ASD struggle with social situations and understanding feelings. This is caused by a lack in Theory of Mind – understanding that others have feelings that are different from one’s own. Emotional thermometers are color coded to help students learn the differences through visual representations. Reader's Theater is an activity that can help students increase reading fluency, which in turn increases comprehension (Garrett & O'Connor, 2010). Picture Exchange Communication Systems are helpful for students with ASD, especially those students who are non-verbal, because children can manipulate images to communicate their needs, wants, and knowledge. This system helps children develop fundamental language skills through visual representations (Broun, 2009).
The ideas listed are just a few that were researched and that are more thoroughly discussed throughout the website. There are many more effective interventions to teach reading and writing that are beneficial, not only for students with Autism Spectrum Disorders, but for all students.