1. General Education Teacher Toolkit Used To
Support Students with Autism
By Krista Carroll

2. What exactly is Autism Spectrum Disorder?
Autism Spectrum Disorder is a general term which encompasses the
following:
• Autism
• Asperger’s Syndrome
• Rett Syndrome
• Pervasive Developmental Disorder-Not Otherwise Specified (PDD-
NOS)
Facts:
1 in 88 people are diagnosed with ASD.
1 in 54 boys and 1 in 252 girls.

3. What are typical characteristics of students with
ASD?
• Difficulty with social interaction
• Examples: Little or no eye contact and difficulty initiating play
• Challenge with communication
Examples: Delayed speech development and tendency for one-
sided conversation
• Engages in repetitive behavior
Examples: Hand flapping and pacing

4. The majority of students that General Education Teachers tend to have
have either autism or Asperger’s. What are the main differences?
Autism Asperger’s
Severe problem with No significant language
language delays
Significant learning Less significant learning
disabilities disabilities

5. How can you best support your student with ASD?
Congratulations!
Since students with autism thrive on
routine, structure, and visual supports, you are most
likely implementing many successful strategies in
your classroom. Let’s take a look at different
examples of the various supports available.

6. Seating
• Seat your student away from noisy parts of the classroom
such as pencil sharpener, water fountain, hallway door.
Students with autism have sensory processing issues and a
noise we consider “normal” noise can be far too loud for
them.
• If you have a paraprofessional working with your
student, you should seat the child at the end of the row or
group. This way your para can easily assist the student as
needed.
• Seat your child next to a helpful student.
• Use a tactile cushion! These support sensory
awareness, promote balance, and can help your student
focus.
(Ask your District’s Occupational Therapist if you can
borrow one.)

7. Visual Support
Keep rules simple and clear. Use photographs with your students modeling the
rule. Using pictures of themselves gives children a sense of ownership.

8. Visual Support
• Students with autism have difficulty transitioning from one activity to
another. Having a schedule that is posted in class helps them know
what to expect next. Their personal schedule has the same activities
as the class schedule but is one they can keep at their desk. By
having the schedule at their desk as well, it limits disruption because
they are not having to constantly “check” the class schedule
throughout the day.
Class Schedule Example

9. • Use a Visual Timer: Time is an abstract concept
that can be difficult for your student with autism to
understand. Using a timer gives students a visual
of how much time is left before a transition.

10. Personal schedules can be made into a formal list with icons, divided into
a.m./p.m. assignments, or “To Do”/ “Done” board. These can be made out
of index cards, regular copy paper, magnetic board with magnets, and any
other way that works best for your student.

11. Minimizing Sensory Processing Issues
As mentioned earlier, many children with autism have sensory
processing issues. This puts all of their senses on high-alert
with sensitivity to noises, smells, bright lights, and lots of
classroom stimulation. When setting up your classroom
minimize distractions.
• Avoid using room fragrances such as Glade Plug-ins, etc.
• Keep your classroom decorated simply.

12. • Classroom lighting needs to be taken into consideration.
Take advantage of natural light as much as possible and
Keep lights as soft as possible. This is not an
turn the bright, overhead lights halfway or completely off
easy task with our bright, florescent lights but
when possible. Table lamp lighting helps provide
it is possible. Select times of the day when
enough light without the harsh flourescences that we
there is enough natural light and the overhead
have become accustomed to in our classes.
lights can be turned halfway off.
• Provide headphones when a child is over-stimulated
• Give your student advanced notice if there
from the classroom activity and/or use during lunch in
will be a drill and provide headphones if
the cafeteria. Give advance notice when there will be a
they are sensitive to noise. They can use
fire drill in order to prepare your student as well as to
these headphones during work time,
provide headphones. These work well for ASD students
cafeteria, etc.
as well as your General Education students.

13. Social Stories
A Social Story can be a written or visual guide describing various social
interactions, situations, behaviors, skills or concepts and were
introduced and described by Gray and Garand (1993).
These stories help teach specific concepts in kid-friendly
language.

14. Here is to a wonderful school year head!
For more information visit:
www.autismspeaks.org
www.modelmekids.com
www.templegrandin.com