Voices:  Teaching Strategies in an Inclusive Classroom

Pick and choose your battles – ignore overflow behaviors that are tolerable and not interfering.

Be consistent with clear and concise messages.

Expect typical behavior whenever possible.

Realize that when a student with autism says “no”…it doesn’t necessarily mean no and go with what they are doing, not necessarily what they are saying.  Avoid using the word “No” to start a sentence.

Model language patterns: 
        Greeting; turn taking
        To form questions
        To make requests
        Share information

Use text or pictorial cues to enhance grammar, syntax and  comprehension.

Use “trigger” words or phrases to help the child engage in a task (“It’s your turn.”, “Okay, I’ll go first.”).  If this is not successful, become engaged in the learning task (“You read”, “Use the number line”).  Having choices of familiar tasks to begin a lesson can also be helpful.

Social skills stories.

Simplify directions, may need to repeat directions.

Parallel class activities whenever possible – seatwork assigned to the class may be too difficult; provide activities that are appropriate for the child so he/she is also working on a task at his/her desk.

Tangible reinforcers.

Use a timer/clock or written schedule using words and pictures.