Amber Robinson

English Composition 2

12 June 2020

Autism

Education! Everyone goes through some type of education. Throughout education there

are different types of students. There are normal (average) students, students who are English

Language Learners, and students with physical and mental disabilities. The group of students I

will focus on are students with autism, and how autism affects their learning. Since these types of

students learn differently in certain types of classroom environment, I will discuss what teachers

can do help these students, and how they can manage their classroom to benefit students with

autism. Another important part of education, especially for students with autism is parent and

teacher communication. I will discuss how parents and teachers can communicate with one

another for the students benefit.

Autism can affect a student learning in a lot of ways. One effect of Autism spectrum

disorders is students that have autism may have difficulty forming to forming connections with

others. It has been shown that children on the spectrum show a more limited development of

emotional and social processing, which can prevent a child from learning. Thus, communication

with these students are impaired. More than half the children that are on the spectrum of autism

are nonverbal. Students with nonverbal autism use “gestures” to speak to someone, as their

speech is delayed. Some gestures that are used by these children include behavior gesturing

interaction, social interaction gestures, and joint attention interactions. An example of gesturing

interactions would be the children pulling you over to get an object that is out of their reach.
Finally, a child can also use joint attention interaction, which would be a student drawing your

attention to something by pointing or showing them an object. Another thing that autism affects

child with is having a schedule that is regular or the same. If the child does not have this, they

may become upset and show anxiety (which shows more than half the time during change and

uncertainty). Students on the spectrum may also experience sensory sensitivity. According to a

study done recently in June 2020 by the journal of autism and developmental disorders, 86.8% of

the children tested has atypical sensory pattern. Other things that may affect a child with autism

learning is lights flickering on and off and high-pitched noises. Another final thing that may

affects a child’s learning with autism is classroom set up. Later, I will identify things teachers

can do for classroom management, but students with autism need lowered lights, and items for

their sensory, and having visual cues for them to read and identify is important. There are many

effects of autism on a student’s learning.

Along with other things that can affect a student’s social skills, students who have autism

has a harder time socializing than typical students. The true definition of autism according to

Autism Speak organization “refers to a broad range of conditions characterized by challenges

with social skills, repetitive behaviors, speech and nonverbal communication.” Autism has many

different subgroups, and different types of subgroups has different symptoms. Autism can affect

the ways in which children learn things in class, associate with children and adults and the way

they react to certain sensory items. These types of challenges for students on the spectrum can

prove to be challenging in the classroom.

There are multiple things teachers of students with autism can do with there teaching

strategies to positively help these students. One of these things include being calm and positive
(Autism Speaks). Being calm and positive and modeling appropriate behavior is a great way for

them to understand ground rules, but also acknowledge respect. Being aware of autism is another

thing a teacher can do. Being able to identify it could help these students, so teachers are able to

out thing into place for the student, such as certain things being put into place in the

environment. Teachers when talking to students with autism may find it effective to use simple,

concrete language (Saint Joseph University) as “This type of language is easier to interpret than

abstract or metaphorical language.” Along with use of simple concrete language, visuals are

another thing that can positively affect students with autism.

Another teaching strategy that improves students with autism learning quality is using

repeated measures. Teachers, while in communication with the parent may also use child

behavior list if necessary. This can be a record of student progress for both an IEP and for

parents to look back at the end of year. Teachers also using say-do correspondence. This type of

correspondence was used in a study of three children with autism, who had been in intensive

social skills instruction for over a year, but still had not very much interaction with other

students. With this study, all the student’s social interactions had increased during recess

(Rosenberg, N.E., Congdon, M., Schwartz, I.S., & Kamps).

A third instructional strategy a teacher could use in the classroom with autistic students is

using certain times throughout the day for all students to move around, and not just be in their

seats. This can be an accommodation made for these students to have some movement

throughout the day(Gilmore). These kinds of breaks throughout the day are often now called

“brain Breaks”, and many teachers who have students with autism use these to help keep

children focused when it comes time to focus on visual cues from teachers. A final instructional

strategy that can help students with autism is letting know when transitions are about to happen
or if there a change in daily schedule (Gilmore). Students with autism have a hard time with

change and transitions, which can cause challenges in the classroom. Thus preparing these

students for changes can benefit both the student and parents.

Teachers management of the physical classroom to benefit students on the spectrum of

autism is important. Teachers can do multiple things to their classroom to positively benefit these

students. As mentioned before, one thing teacher can do is have natural lighting, as much as they

possibly can. This can positively affect the students, and other students that do not have autism.

In fact according to research done “kids who were exposed to more sunlight during their school

day displayed 26 percent higher reading outcomes and 20 percent higher math outcomes than

kids in less sunny classrooms”( Uncapher)

Example of sensory classroom set up- (Hivery-2013)

Another physical classroom change a teacher can make is provide a sensory escape.

Sensory rooms are becoming a more common thing in schools. They provide a “safe zone”

where students can practice their self-regulation skills (Kapuchuck, J., & Hadley, D). Sensory
rooms often include a dimmed lighting area, to allow a calming state of mind; “body socks”, for

students to lay in: and weighted blankets, to lay with to provide calming sensation. Although not

every school has the option for a whole room, including things in your classroom such as cooled

tones walls, weighted blankets and a rice sack chair can be something easily put into your

classroom to provide a safe- zone for autistic children. Teachers putting things on walls that are

cool toned and natural is also important. Having a cool tone to a room may calm a child, and a

child may feel safer in this type of environment. Visuals on the wall can be vital to a classroom.

Visual items such as a picture of a real object, and a visual schedule for students. Students who

are nonverbal autistic may use these types of visual representations to communicate with you and

other students in the classroom, increasing socialization.

A third example of what a teacher can do to benefit a student with autism is having a

visual appeal that is simple. The child will not feel as overwhelmed with items in the room if you

eliminate extra cluster, and visual distractions such as a lot of wall decorations should be

eliminated. Students with autism can become overstimulated easily, and during these times they

can have shallow breathing, will scream and/or cover their ears if a noise is high pitched and

bothers them (National Autism Resources).

The final thing to discuss is how parents and teacher can communicate to positively

benefit a student with autism. One thing that is important is to have the child diagnosed as being

on the autism spectrum. Since autism spectrum disorder is part of IDEA (Individual with

Disabilities Education Act), students can be provided extra help if it is a diagnosis underneath the

IDEA plan. The student can then be provided an IEP (Individual Education Plan), to provide

current goals to work on, and future goals to focus on. Some things also done early on is a

behavior intervention. The more a child goes to these types of behavioral interventions, the better
their outcomes of effectiveness from the intervention are. Teachers and parents can have an

effective way to communicate with one another for the students benefit by having IEP meetings

with the student to provide new goals for the students as past goals have been met.

Conjoint behavioral consultation(CBC) is also something that parent and teachers can

discuss. These types of consultations can also benefit at home. According to studies, CBC have

shown to increase compliant behavior, and decrease aggression used at home by children that are

on the autistic spectrum. Parents in general can increase their child’s development by involved

in their schooling. Being a part of their education, helping them learn in and out of the classroom

can be huge benefit to the student. The student may feel more comfortable in the classroom with

the parent being there, and with the parent and teacher having communication. This can also put

the parent at ease.

Having parent and teacher communication can also give the opportunity to notify

teachers of things that could help make the classroom experience for the child easier. Parents can

notify teachers of things that the child with autism may be triggered by, so the teacher can avoid

those things to benefit the child. Children also academically succeed with parent and teacher

communication, since ideas are thought of how to teach the child inside the classroom and

outside the classroom, like using manipulatives to teach the child about math. There are many

other reasons that parent and teacher communication can benefit a child, and above are just a few

of the reasons.

There are things however in education that make a student on the spectrum become

negatively impacted, enough that learning is not possible. One negative thing that can happen is

you can overstimulate a child(also called sensory overload). An example of sensory overload in a

classroom could include a crowded room, lights that flicker, and loud talking. A way to identify
if a student is having a sensory overload would be them covering their ears, closing their eyes,

running away from locations, or screaming. (Leonard). If you have a student that is

overstimulated, there are way you can help these students. One way you would be able to help

them is if it is because of a crowded room, you could declutter the room. Taking things out of

room that are not used and taking a couple of things off the way is a great way to declutter the

room. Another thing to do is if a student is overstimulated by hearing sounds from a flickering

light, use natural light. If natural light cannot be used, try and use lamps around the classroom

that provide a calming light. Finally, another thing you can do if a child is overstimulated is by

sounds of children talking to loud would be to teach children to use inside voices. Sometimes

yelling and screaming can be unavoidable in a classroom but have it in the classroom less when a

child is overstimulated. If possible, you could take the child out of the classroom to calm down a

little before reentering the classroom.

Sometimes students are not identified on the spectrum until later in life. This can

cause a student to fall behind if not identified early enough.). Autism as said before is one of

some diagnosis under IDEA. Students with autism can have modifications such as a have test

read to them, have a teacher design goals for them to reach and follow, and work on assignments

along with another teacher that can be with them throughout the day. Having a student identified

early as possibly can really help them on school to make they have the tools needed for them to

succeed accessible.

The final and third thing that can harm a child who is autistic is too little parent and

teacher communication. Communication needs to be consistent. Teachers and parents need to

find ways to communicate enough to be consistent, and on the same page as one another. It also

needs to fit a parent’s schedule. You need to of course make sure the type of communication you
use, works the parents too. Getting to know the parents of the children you teach can positively

benefit the child. Showing them the communication you have with the parents may make the

child more comfortable in the classroom, and not become panicked with the parent leaves. You

can get to know your parents by sending a survey home for the parents to notify you of contact

information for parents, and any information about them and their child that may be pertinent to

the child’s wellbeing and learning.

In conclusion, there multiple things that can be done to benefit a child with autism.

Autism can affect a lot of things in the child’s life such as communication between other children

and adults, sensory issues such as sensitivity to certain types of lights, or texture of an item.

Teacher knowing a child in their classroom has this is vital to the child’s success. Teacher can do

things in their classroom to benefit the student with autism. Some things a teacher can do in their

classroom to help a child with autism is to have cool tones, have a manipulatives area in a corner

or area, and provide natural light in the classroom. Finally, the parent and teacher

communication is important for the students’ success. Parents and teachers communicating

frequently and having an IEP in place for the student leads to increased success in the student

academically and socially. Teachers and parents should also discuss a behavior consultation for

at home and school use, to increase compliant behavior and to decrease aggression in the child

who is on the autism spectrum.

 Works Cited

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Chatel, C., Vesperini, S., Maffre, T., Schmidt, R., Blanc, N.,
Vernhet, C., Picot, M.-C., Baghdadli, A., ELENA study group,
Chabaux, C., Cohen, D., Damville, E., Geoffray, M.-M., Gicquel,
L., & Jardri, R. (2020). The Impact of Atypical Sensory Processing
on Adaptive Functioning and Maladaptive Behaviors in Autism
Spectrum Disorder During Childhood: Results From the ELENA
Cohort. Journal of Autism & Developmental Disorders, 50(6),
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Raulston, T. J., Hieneman, M., Caraway, N., Pennefather, J., &

Bhana, N. (2019). Enablers of Behavioral Parent Training for
Families of Children with Autism Spectrum Disorder. Journal of
Child & Family Studies, 28(3), 693–703.
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“Teachers: Strategies for Success.” Autism Speaks, Sept. 2018,

www.autismspeaks.org/tool-kit-excerpt/teachers-strategies-success.

“Techniques for Teaching Students with Autism Spectrum

Disorder.” Online.sju, 23 Feb. 2020,
online.sju.edu/graduate/masters-special-
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autism-spectrum-disorder.

Rosenberg, N.E., Congdon, M., Schwartz, I.S., & Kamps, D.M. (2015).
Use of Say-Do Correspondence Training to Increase Generalization of
Social Interaction Skills at Recess for Children with Autism Spectrum
Disorder. Education and training in autism and developmental
disabilities, 50, 213-222.

Kapuchuck, J., & Hadley, D. (2020). Starting Up a Sensory Room: An

area designed for student self-regulation needs a suitable space,
specialized equipment, and staff training to be effective. Principal, 99(4),
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“Autism: Managing Over-Stimulation and Stress.” Canopy Children's
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