1. Teaching Strategies:
A Guide for Teachers When Approaching Children with High
Functioning Autism and Asperger’s Syndrome
Area of Weakness Classroom Strategies
Difficulties with Language • teach student to seek
• difficulty understanding assistance when confused
complex language, following • explain metaphors and words
directions, and with double meanings
understanding intent of • encourage student to ask for
words with multiple meanings an instruction to be repeated,
simplified, or written down if
he/she does not understand
• pause between instructions
and check for understanding
• limit oral questions to a
number the student can
manage
Insistence on Sameness • prepare the student for
potential change wherever
possible
• use pictures, schedules, and
social stories to indicate
impending changes
Restricted Range of Interests • limit perseverative
discussions and questions
• set firm expectations for the
classroom, but also provide
opportunities for the student
to pursue his/her own
interests
• incorporate and expand on
interests in activities
Poor Concentration • provide frequent teacher
feedback and redirection
• break down assignments
• use visual organizers,
semantic mapping, and
outlining
• provide timed work sessions
• reduce homework assignments

2. • seat at the front of the
classroom
• use non-verbal cues to get
attention
Poor Organizational Skills • use personal calendars and
organizers
• maintain list of assignments
• help student use “to do” lists
and checklists
• place pictures on containers
and locker
• use picture cues in locker
Academic Difficulties • do not assume that the child
• usually average to above- has understood simply because
average intelligence he or she can re-state the
• good recall of factual information
information • be as concrete as possible in
• areas of difficulty include presenting new concepts and
problem solving, abstract materials
comprehension, and abstract • use activity-based learning
concepts where possible
• may do well at math facts, • use graphic organizers such
but not problem solving as semantic maps and webs
• break tasks down into smaller
steps or present it in another
way
• provide direct instruction as
well as modeling
• show examples of what is
required
• use outlines to help child take
notes and organize and
categorize information
• avoid verbal overload
• capitalize on strengths
• do not assume that the child
has understood what he or she
has read—check for
comprehension, supplement
instruction, and use visual
supports
Additional Suggestions • introduce unfamiliar items in
a familiar environment when
possible
• organize teaching materials
and situation to highlight
what is important

3. o help the student attend
to pertinent information
o Example: present only
the text you want to
read, not the whole book
• know the individual and
maintain a list of strengths
and weaknesses
• Note aspects of tasks and
activities that create
frustration
• Provide relaxation
opportunities and areas
• carefully word praise so it is
behavior-specific
• provide reinforcers that
produce the desired student
response
• use age-appropriate materials
• provide opportunities for
choice
•
(Adapted from: Teaching Students with Autism: A Resource Guide for Schools. British Columbia
Ministry of Education: Special Programs Branch. 2000.)
A student with Asperger’s testimony on teaching approaches:
“There were classes with an accelerated pace that I thrived in (Biology Honors, for one), but
there were classes where I felt that my teachers really needed to slow down and stop
cramming the information down the throats of their students (there is a former Clemson
professor here at WCU, whom I won't name, that taught my Calculus II class and she had the
pace of an ACC basketball game through some of the most crucial parts of the class, and
glossed over things that probably would have helped us out).
There were some things certain teachers did do that were especially helpful, specifically Mrs.
Kuether at PCHS, who interspersed stories with instructional material, which helped me figure
out what was important and not so important. Also, Mrs. High, who used to teach at Fairview
Elementary, did the same thing.
And my advisor here at Western Carolina University, Dr. Shan Manickam, also intersperses
stories in between instructional times.
I truly appreciate that, as I can figure out where to draw the line between what is important
and not important, because when some profs just stand up there on that lectern and drone on

4. for hours, the line between what is and isn't important gets very blurry and makes it VERY
difficult to study for tests in those classes.”
BJ, 23 years old