| Understanding how autistic children learn is | | | | often fixate on a particular object or |
| key to teaching them with the same intensity | | | | picture. If this is the case, try |
| as you teach other children. This may seem | | | | incorporating that object or picture into |
| like a straightforward idea, but autistic | | | | lesson plans. If the child likes planes, try |
| children learn so differently that | | | | using planes for visuals wherever you can in |
| understanding autism itself is a must when | | | | the lesson. For example, when teaching math, |
| you teach them. By becoming educated in the | | | | create word problems about planes to interest |
| disorder, teachers can effectively learn to | | | | the child. They also tend to be artistic or |
| deal with them and adults both in and out of | | | | musical, producing highly original drawings |
| the classroom, creating a more understanding | | | | and showing above average abilities with |
| world for everyone | | | | instruments or voice. Set aside time in the |
| | | | day for the arts and encourage activities |
| Autistic children are often visual thinkers. | | | | that the children enjoy. |
| Thus teaching by speaking will not be | | | | |
| entirely effective. Teachers should combine | | | | Autistic children may also have trouble |
| pictures with words for the autistic child to | | | | writing because of the control over their |
| fully comprehend the lesson. For instance, if | | | | hands and movement. This is frustrating for |
| you are teaching about the animals of the | | | | both the child and the teacher. To reduce |
| world, you should have a flash card with the | | | | frustration, allow the child to use a |
| word "mouse," say the word aloud slowly and | | | | computer. If you can do this, make sure that |
| clearly, and show the child a picture of a | | | | the keyboard and monitor are close together |
| mouse. Perhaps even bring a live mouse in for | | | | as the child may have difficulty remembering |
| show and tell. Nouns may be easier to teach | | | | what he or she has typed recently. |
| autistic children since verbs require action | | | | |
| and can be more difficult in illustrating. If | | | | By being open to teaching an autistic child |
| you are teaching them words such as "sit" or | | | | to the best of your ability, you are not only |
| "stand," you should complete these actions | | | | giving him or her the best opportunities in |
| when you teach the word. Also, because of the | | | | life, but you are also being a good role |
| tendency to be visual, they are often unable | | | | model to the other children in the class. Do |
| to follow long sentences. They cannot | | | | not allow an autistic child to ruin the |
| decipher the sequence and become confused. | | | | learning experience for others, but rather |
| Thus, writing instructions can be very | | | | incorporate his or her oddities into your |
| helpful when proctoring tests or quizzes. | | | | lessons as much as possible. Creating a more |
| | | | prejudice-free classroom is the best gift you |
| As visual thinkers, autistic children can | | | | can give this child. |