Did you know that 1 in every 110 children has ASD, or Autism Spectrum Disorder? “Autism Spectrum Disorder is a complex lifelong developmental disability that affects the person in all areas of life.” This is the description provided in chapter 1 of A Practical Guide for Teachers of Students With Autism Spectrum Disorder in Secondary Education. Personally, I believe in avoiding the term disability at all costs. Every individual student that passes through our education system is unique and special- ASD does not disable these students from having an educational journey. As I begin my time in the Sonoma State University Teaching Credential Program, I have been collecting tools and tricks in order to make my future classroom as inclusive and welcoming as possible. With the rest of this post, I am going to provide you with the complete “starter kit” for preparing your classroom to be ASD friendly!

The ASD-Inclusive Classroom Starter Kit

Autism Spectrum Disorder

First things first, it is important to understand the nature of the disorder and the characteristics that are most commonly associated. Three primary characteristics are most commonly associated to the disorder, according to Models of  Best Practice in the Education of Students with Autism Spectrum Disorders by the Virginia Department of Education: impairment of social interaction, impairment in communication, and the presence of restricted, repetitive, and stereotypical patterns of behavior. Considering social interaction and communication is more difficult for our ASD students, it is important for teachers to incorporate “nontraditional” curriculum into the classroom. I believe it is also important to recognize the strengths that our ASD students have, just like we highlight the strengths of other students. Some common strengths ASD students possess include memory, visual processing, and intense focus. Autism can be broken up into groups according to “high functioning” and “low functioning” levels of severity. High functioning tends to mean that the individual is able to live independently with ASD, while low functioning tends to require additional support. ASD is more frequently found in boys than girls, and rates for ASD are three to four times higher than 30 years ago.

Classroom Management

It is important to adjust classroom management to be inclusive to all types of learners. When talking about a classroom for students with ASD, it is valuable for the kids if you are able to mix traditional and nontraditional strategies in relation to classroom management. Organization and predictability are the biggest tools I can stress in order to create an inclusive and properly functioning classroom! First, we will talk about traditional classroom management strategies. Creating rules and going over the classroom rules is extremely important and useful for the students. Per usual, preparing lesson plans and following the lesson plan is a useful tool. Establishing classroom routines and procedures is vital, and fun too! The students will look forward to the little routines such as morning warm ups and exit songs. Having a procedure for any possible situation will create an environment of inclusivity and predictability. Next, lets talk about nontraditional classroom management strategies. One idea to include here is providing schedules! Having a schedule or agenda for the day as an accessible resource is a valuable tool for both you and your students. Again, this concept of having a schedule creates a comfortable aspect of predictability and familiarity. A unique strategy that positively impacts students with ASD in the classroom is allowing for collaboration with many adults in a single day. This allows for scheduled diversity within interactions and opportunities for social practice that these students are given.

Behavior Support

Implementing Behavior Support Plans is another strategy to use in the classroom in order to create a comfortable and functioning environment for students with ASD. One resource that can be used for all students including students with ASD is a “calm down corner” or “calm down kit” for when the classroom or social interaction becomes overwhelming. This concept helps students learn self-regulation skills, and the calm down corner functions as a positive behavior strategy. Within the calm down space, providing different resources to aid in the process of calming down is beneficial. A timer or visual clock of some sort is important so that the students know how long they have spent practicing calming down. In advance, you and your students need to establish who will be setting the timer. You, or the student? When the timer goes off, check in with the child and mutually decide if it is time to return to working. Include sensory items, reflection tools, guided breathing and physical calming techniques. Different students need different tools, therefore, providing options is inclusive and proactive. Remember that mental health can be a reason itself to need a few minutes in the calm down corner, and allow students to do what makes them feel comfortable. If you feel like the resources are available to you, creating individual “calm down kits” with your students is a great way to learn more about your individual students and what helps them reset. Label each kit with the students name, and allow a conversation to occur regarding what will help them when they choose to spend time calming down.

Create Visual Boundaries

Boundaries are not as easily developed and understood in the minds of our little ASD students, and that is okay! Setting up visual boundaries helps us teach students boundaries, and provides opportunities every day for students to practice their understanding of boundaries. A quick and easy way to visually set up different spaces and zones is with painters tape! Simply block off the space you would like to separate with tape. If it is a space you would like to keep students out of, put a stop sign clearly showing the tape is not to be crossed. If you are creating different spaces for different students, label the spaces with faces or names. Once boundaries are set up, you have to teach your students why you have created zones and what the zones are for. This can also be a great way to teach ASD students about different parts of the body, and why we keep our hands to ourselves. Using different colors to represent different students’ areas is another way to clearly display visual boundaries. Students can have different cubby sections, displayed with names or different colors (or both). ASD students would also gain from individual schedules provided to them, which could also be color coded or found in their cubby areas! The only way visual boundaries will be successful is if you are consistent and positive!

Celebrate Diversity

Whether your classroom is full of students with different disabilities, no disabilities or all the same disability, it is important to remember that every child has unique strengths and weaknesses. As an educator, it is vital to remember that every day you are the support system and cheerleader to encourage your kids to continue to learn. Some students will struggle with math, while other students will struggle communicating to other students or comprehending body awareness. Look for different ways to encourage your students to continue growing in areas where they need to learn more, but also celebrate the little things! Allow for all of your students to recognize the differences between each other as peers, as well. Allow your classroom to be a safe space for your students to be supportive of each other and the learning process as a whole. Break gender stereotypes and society’s standards. Provide opportunities for kids to recognize that differences are among everyone, and to embrace what may be easy to one child and difficult to another. Keep in mind that as an educator, you should have the resources and ability to recognize “red flags” of Autism Spectrum Disorder and any other learning disabilities. “School professionals play a vital role by participating in case finding and screening activities to ensure children with ASD are being identified and provided with the appropriate programs and services” (Lee A. Wilkinson, 32).