Autism spectrum disorder (ASD) is a developmental condition that affects how a person thinks, communicates, and interacts.
It is referred to as a spectrum disorder because the traits presented vary significantly between individuals.
Alison Scott, Executive Principal of Bellavista School explains that it is crucial to recognise that each person with autism is an individual with unique characteristics, preferences, and experiences, despite the overarching diagnosis.
People with autism often process the world differently, which can influence their behavioural responses in various situations.
Some may require considerable support, while others function independently. In South Africa, creating inclusive classrooms that cater to learners with autism presents challenges in terms of human resources needed to ensure optimal support and the educational progress of each learner.
Nevertheless, teachers can employ accessible strategies to help these learners feel included and thrive in their classrooms.
Scott says that learners with autism often find reading social cues challenging. Making eye contact, interpreting body language, or understanding jokes and sarcasm can be difficult.
They may engage in repetitive actions, such as rocking, and be highly sensitive to sensory inputs, including light, sound, or textures.
Support from an occupational therapist or speech-language therapist can assist with these challenges. However, a dedicated teacher who is aware and attentive can offer social and behavioural strategies to support these learners.
Mediate social engagement in all contexts
Teachers who oversee peer interactions in unstructured social situations, which differ from the predictable classroom routines, such as during break or sports activities, can help prevent anxiety and confusion.
These scenarios provide an opportunity to model appropriate social behaviour, such as how to join a spontaneous game of football or how to queue at the tuckshop. Additionally, appointing a peer buddy can offer desirable companionship.
Scott says that learners with autism are often vulnerable to teasing or bullying. Close supervision allows teachers to address incidents swiftly, mediate peer conflicts, and help learners with autism use assertive responses in such situations.
During group activities, pairing learners with autism with peers who can offer social guidance and friendship helps ensure effective collaboration. Skills like turn-taking, handling losing a game, using eye contact during oral presentations, and staying on topic in discussions will need clear demonstration and ongoing support.
Foster routine and predictability
Learners with autism may struggle with accommodating changes or transitioning between activities or locations quickly. They thrive when they know what to expect and often seek to control this aspect of their day.
Routines and structure help reduce anxiety and provide a sense of security. Schools, with their daily timetables, can provide the predictability these learners need. Making the schedule visual with pictures and icons can help them anticipate what comes next. When followed consistently, this explicit tool reduces stress.
Changes are inevitable in a school environment, but when they occur, the earlier the learner is informed of the variance, the better. Explicitly marking the change on the visual schedule can aid in a smoother transition to the revised plan.
Regular routines in the classroom help learners with autism feel more comfortable, enhancing their ability to learn and creating a calm, productive environment for all involved.
Maintaining consistent seating plans, greetings, and other regular activities is beneficial. Learners with autism often excel at knowing and monitoring classroom rules.
Safe sensory spaces
To support optimal focus for learners with autism, teachers and school administrators can designate a quiet area where they can retreat if they feel overstimulated. Ideally, this space should offer calming elements like soft seating, gentle lighting, and fidget tools such as stress balls.
Beyond this, reducing loud noises, harsh lighting, and strong odours in the classroom can also help. Allowing noise-cancelling headphones may support self-regulation.
Clear communication
Some learners with autism may interpret oral language literally and concretely. Simplifying instructions and being mindful of complex language can help them engage more easily. Instead of using abstract or figurative language, give direct instructions.
For example, instead of saying, “Wouldn’t it be nice if we put on some music and drew a picture after break?” say, “After break, we are going to draw pictures.” Figurative language like idioms, metaphors, and sarcasm should be used sparingly unless it is part of the curriculum.
After giving instructions, asking the learner to repeat them ensures they are understood. Teachers can use teachable moments to model greetings, such as when entering or leaving the classroom.
Accommodate individual learning needs
Differentiating instruction by tailoring teaching methods helps ensure learners with autism remain engaged and succeed in the classroom.
Offering too many options can overwhelm them, so limiting choices to two or three can ease decision-making.
Incorporating hands-on activities and visual aids into lessons supports the understanding of abstract concepts like numbers.
Provide emotional support
Learners with autism are often prone to anxiety. Teachers should monitor for signs of stress or dysregulation, such as fidgeting, irritability, avoidance, or withdrawal, and offer calm, reassuring language to co-regulate.
Sometimes, taking a short break from the environment can help reset focus and emotions.
Conclusion
Inclusive education is not just about placing learners with autism in a mainstream classroom; it is about creating an environment that helps them realise their full potential, just like any other child.
Every learner who could be described as neurodiverse deserves the opportunity to learn, thrive, and participate in the school community.
For more information, visit www.bellavista.org.za
IOL Lifestyle