#19 101 Ways a Teacher Could Help a Child with Autism

Category:  General guidelines when dealing with autistic children

Suggestion #19:  Don’t touch the child or the child’s stuff without asking them.

Children with autism may process sensory inputs differently than a typical child does; this may cause them to be very sensitive to touch.  Additionally, they do not always understand social situation and social norms.  If they walk onto the bus, and the bus monitor grabs their backpack, they may think that the person is trying to take it from them.  There is a good chance that they will not understand that this taking is just temporary.  If the monitor simply said “may I please help you with that until you are in your seat with your seatbelt buckled,” that would be very helpful for the child’s understanding.  However, even this may not be enough if the child has difficulty communicating or has limited communication skills.  So please try and wait for the child to actually tell you that it is okay for you to touch them or their things.

#18 101 Ways a Teacher Could Help a Child with Autism

Category:  General guidelines when dealing with autistic children

Suggestion #18:  Ask the parent about early indicators and develop techniques that help calm the child.

Ask the parent how the child reacts when they become over stimulated.  Each child is different, and you want to know the child's earliest signs that they have become agitated.  Although the child may not be easy to read, there may be a tell tale sign or indicator that they are starting to become frustrated:  their shoulders may slouch, or they may only grunt responses rather than talk, or they may look at the ground and not look up.  Whatever these early indicators are, you want to know that the child is becoming over stimulated or frustrated so that you can implement some calming strategies.  A typical calming strategy would be to move the child away from whatever is frustrating them and have the child go to the break room that is mentioned again in Suggestion #42.  The occupational therapist may have some strategies that may be put in place; music may help calm the child, or drawing.  Each child will be different so look for things that the like to do that could also be considered relaxing.

#17 101 Ways a Teacher Could Help a Child with Autism

Category:  Before the child’s first day in the classroom

Suggestion #17:  Create a reward structure for the child and review with the parent and child

Have the school psychologist create a reward structure for the child that is appropriate for the child’s attention span, age, and special needs.  Review this reward structure with the child and parent during the meeting in suggestion #9.

#16 101 Ways a Teacher Could Help a Child with Autism

Category: Before the Child’s first day in the classroom

Suggestion #16:  Create a list of guidelines for the adults who will come in contact with the child

Based on the guidance you have received from the school psychologist and other information that you have gathered on the child, create a list of simple rules that those interacting with the child would want to know.  Although the bus monitor and your teacher’s assistant may have ample experience dealing with special needs children, they may not be aware of some of the unique requirements of an autistic child. 

I will be posting some general guidelines for dealing with autistic children.  Please read them over, have your school psychologist review them, and add or make notes appropriately.

#15 101 Ways a Teacher Could Help a Child with Autism

Category: Before the Child’s first day in the classroom

Suggestion #15:  Ask the parent bring in a change of comfortable clothes.

Many autistic children have heightened sensitivity.  If they spill a glass of water on their shirt, it may be nearly impossible for them to ignore the water.  A child that is uncomfortable will have a difficult time studying or learning, it will be hard for them to focus on their work.  Let them know that you have a comfortable change of clothes available for them, that they can change into at any time.  Therefore, if a shirt is scratchy, they can change right away rather than trying to wait until they are home.  I would recommend this, no matter the age of the child.

#13 101 Ways a Teacher Could Help a Child with Autism

Category: Before the Child’s first day in the classroom

Suggestion #13:  Show the child the outline you made of their day at school.

During the Suggestion #9, present to the parent and the child the plan of the child’s day at school that you created for Suggestion #7.  Go through the day that the child will have.  Focus your attention on the child and determine if they show any anxiety from some of the activities.  Ask the parents if they feel the child will have difficulty with any part of the day.  Don’t be fooled if the child showed no outward signs of stress, but the parents still believes a particular activity will be difficult for them.  Autistic children don’t typically display their feelings until they become very overwhelmed by them; but they are feeling a lot, you will just see very little signs of it in their face or demeanor. 

If the parents and the child have no concerns about your plan for their day, give them the plan and ask the parents to review it with the child the nights before the first day of school.

If they do have concerns, take notes of what they have concerns about and determine if you can be proactive and modify the child’s schedule in order to remove the problems before the child’s first day.

#14 101 Ways a Teacher Could Help a Child with Autism

Category: Before the Child’s first day in the classroom

Suggestion #14: Determine how dependent the child is on the parent to communicate for them.

During Suggestion #9, ask the child a question directly and notice if the parents answer the question for the child rather than waiting for the child to speak.  Many autistic children have difficulty communicating with others; because of this, the child may rely heavily on the parent to communicate their needs for them.  Ask the parents if the child ever becomes distressed when they drop them off at school or daycare, and if so, have they put any practices or therapies in place to help the child with separation anxiety?  Additionally, ask the school therapist or councilor if they have any recommendations on handling separation anxiety.