“If they can’t learn the way we teach, we have to teach the way they learn”
-Dr. O. Ivar Lovaas
Autism in our youth is becoming more relevant than before research shows that, “A
national survey of parents found an autism prevalence of 26.5 per 1,000 youth ages 12-
17 years old” (Growing numbers of young adults on the autism spectrum). As the
numbers grow, we as educators must know different strategies to ensure that even if
some scholars may not be able to learn with the same capacity as other scholars, they
are still able to complete their work and learn.
One research-based strategy that general education teachers, special education
teachers, and other professionals who work with children identified with autism is
modeling. Some scholars with a disability may have a harder time understanding the
skill or concept that is being taught. Taking some time to go over the skill step by step
with the scholar could potentially help them. Some scholars could be hands-on learners
as well, modeling how to do a math problem first and then allowing them to do another
problem on their own.
Another research-based strategy that general education teachers, special education
teachers, and other professionals who work with children identified with autism is to
have visual schedules in your classroom. Research shows that “students with ASD may
have difficulty attending to and processing lengthy verbal requests, such as directives
on where to go in the classroom or when an activity will begin, research has shown that
students are able to attend to visual information more successfully” (Visual schedules
in the school setting 2019). Students with autism may struggle to comprehend verbal
directions on assignments, upcoming events, etc. Implementing this strategy could help
scholars that have the issue of verbal instructions, this would also be a type of
communication you and the scholar could have as well.
The last research-based strategy that general education teachers, special education
teachers, and other professionals who work with children identified with autism is to
implement a working system. This will help the scholar know what is expected of them
while in your class. This would include what they should do when they enter the
classroom when they finish an assignment, where to put completed work, etc. This will
also maintain the scholar’s behavior and take away some stress they may bring onto
themselves with overthinking.
Jeremiah 29:11, “For I know the plans I have for you, declares the Lord, plans welfare
and not for evil, to give you a future and a hope”.
Reference
Growing numbers of young adults on the autism spectrum. Autism Outcomes. (n.d.).
Retrieved March 2, 2022, from
https://drexel.edu/autismoutcomes/blog/overview/2019/June/Growing-numbers-of-
young-adults-on-the-autism-spectrum/#:~:text=The%20U.S.%20Census%20Bureau
%20estimates,ages%2012%2D17%20years%20old.
Structured teaching strategies for students with autism spectrum disorder. Reading
Rockets. (2018, December 18). Retrieved March 2, 2022, from
https://www.readingrockets.org/article/structured-teaching-strategies-students-autism-
spectrum-disorder
Visual schedules in the school setting. Reading Rockets. (2019, December 1). Retrieved
March 2, 2022, from https://www.readingrockets.org/article/visual-schedules-school-
setting
