Classroom adjustments: Autism

In this episode, we talk about common adjustments teachers can make in the classroom to support autistic students. Autism is a lifelong developmental condition that can affect a student’s ability to learn and the rate at which they develop new skills. Autistic students may have repetitive behaviours and experience challenges with sensory issues or social communication with possible accompanying intellectual and/or language impairment. Since the condition occurs on a spectrum, students will vary vastly in their strengths and talents. 

Year 3 student Christopher discusses how he sometimes has trouble focusing and talks about a supervised ‘time out’ arrangement that helps him. His mum Claire talks about how anxiety can be one of the biggest factors holding him back. Teacher Helen McLennan says that structure and routine are important to all students, but especially autistic students. Dr Suzanne Carrington explains why it is important to get to know a student’s learning strengths and to provide both scaffolding and personalised support.  

Top five takeaways

• Remember that the learning and social needs of autistic students can be hugely varied. A student who excels in maths won’t necessarily be confident in the playground, and vice versa.
• Help students organise and plan their learning day by using technological tools such as timers, visual schedules and reminders. Every autistic student child will present differently; however, structure and routine in the classroom are beneficial to all students.
• Prepare students for new situations through strategies such as storytelling and social scripts which describe social situations, skills or concepts. Explain any upcoming changes in routine and provide reassurance. Anxiety caused by transitions can be a major issue for some autistic students, and this can interrupt learning.
• Use visual cues such as concept maps to help students learn and revise previously explored ideas. Many autistic students will benefit from materials being presented visually, as it enables them to concretely see what is required.
• Consider that some autistic students may not be able to cope in a noisy classroom environment or may have other sensory sensitivities therefore require the implementation of strategies to counteract this such as the use of headphones or by providing a quiet room. When setting classroom activities, think about what you are trying to achieve, and whether the task can be completed in an alternate way.   

Discussion starters?

• If required, how could I use visual scaffolding to help an autistic student?
• How could I best support an autistic student to organise their time and complete tasks?
• How can I introduce effective break times, but still maintain structure?
• What technological tools could I introduce into the classroom to help autistic students with either handwriting difficulties or challenges with executive functioning, or both?
• How can I create a classroom environment that supports the sensory needs of students who may be sensitive or reactive to aspects of the learning setting?  
• How can I record the adjustments, the monitoring and review of these adjustments as part of the evidentiary requirements for the NCCD?

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28 minute run time.

Credits

Interviewees

Helen McLennan, Inclusion Support Teacher, Fig Tree Pocket State School

Dr Suzanne Carrington, Program Director, Autism Cooperative Research Centre and Assistant Dean (Research), Faculty of Education, Queensland University of Technology

Christopher, Year 3 student

Claire, Christopher’s mum    

Host/Producer

Serpil Senelmis, Written & Recorded

Producer/Audio Engineer

James Brandis, Written & Recorded

Further resources

Find further resources on the Autism Spectrum Australia website and the Autism Aspergers Advocacy Australia website. Download a transcript This link will open in a new window of the podcast episode.