Advice For Teaching High Functioning People with Autism :: Autism Learning Disabilities Education Essays

Advice For Teaching High Functioning People with AutismThis paper was reprinted with permission of Susan Moreno on the O.A.S.I.S. (Online Aspergers Syndrome Information and Support)1. People with autism have trouble with organisational skills, regardless of their intelligence agency and/or age. Even a straight A student with autism who has a photographic memory can be incapable of remembering to ingest a pencil to class or of remembering a deadline or an assignment. In such cases, aid should be provided in the least limiting way possible. Strategies could include having the student put a picture of a pencil on the cover of his notebook or maintaining a listof assignments to be completed at home. Always praise the student when he remembers something he has previously forgotten. Never denigrate or harp at him when he fails. A lecture on the subject will not whole NOT help, it will often make the problem worse. He whitethorn begin to believe he can not remember to do or bring t hese things. These students seem to have either the neatest or the messiest desks or lockers in the school. The one with the messiest desk will need your help in browse cleanups of the desk or locker so that he can find things. only when remember that he is probably not making a intended choice to be messy. He is most likely incapable of this organizational task without specific training. Attempt to train him in organizational skills exploitation small, specific steps. 2. People with autism have problems with abstract and conceptual thinking. Some may eventually acquire abstract skills, but others never will. When abstract concepts must(prenominal) be used, use visual cues, such as drawings or scripted words, to augment the abstract idea. Avoid asking vague questions such as, wherefore did you do that? Instead, say, I did not like it when you slammed your book humble when I said it was time for gym. Next time put the book down gently, and tell me that you are angry. Were you showing me that you did not want to go to gym, or that you did not want to stop reading? Avoid asking essay-type questions. Be as concrete as possible in all your interactions with these students. 3. An emergence in unusual or difficult behaviors probably indicates an increase in stress. Sometimes stress is caused by feeling a loss of control.