Important points for teacher in teaching autism child

Important points for teacher in teaching autism child.

  1. Use Task Analysis –very specific, tasks in sequential order.
  2. Always keep your language simple and concrete. Get your point across in as few words as possible.
  3. Teach specific social rules/skills, such as turn-taking and social distance.
  4. Give fewer choices. If a child is asked to pick a color, say red, only give him two to three choices to pick from. The more choices, the more confused an autistic child will become.
  5. If you ask a question or give an instruction and are greeted with a blank stare, reword your sentence. Asking a student what you just said helps clarify that you’ve been understood.
  6. Avoid using sarcasm. If a student accidentally knocks all your papers on the floor and you say “Great!” you will be taken literally and this action might be repeated on a regular basis.
  7. Avoid using idioms. “Put your thinking caps on”, “Open your ears” and “Zipper your lips” will leave a student completely mystified and wondering how to do that.
  8. Give very clear choices and try not to leave choices open ended. You’re bound to get a better result by asking “Do you want to read or draw?” than by asking “What do you want to do now?
  9. Repeat instructions and checking understanding. Using of short sentences to ensure clarity of the instructions.
  10. Providing a very clear structure and a set daily routine including time for play.
  11. Teaching what “finished” means and helping the student to identify when something has finished and something different has started. Take a photo of what you want the finished product to look like and show the student.
  12. Providing warning of any impending change of routine, or switch of activity.
  13. Addressing the pupil individually at all times.
  14. Using various means of presentation – visual, physical guidance, peer modeling, etc.
  15. Recognizing that some change in manner or behavior may reflect anxiety
  16. Not taking apparently rude or aggressive behavior personally and recognizing that the target for the pupil’s anger may be unrelated to the source of that anger.
  17. Avoid overstimulation. Try for Minimizing / removal of distracters or providing access to an individual work area or booth when a task involving concentration is set.
  18. Seeking to link work to the pupil’s particular interests.
  19. Exploring word-processing, and computer-based learning for literacy.
  20. Protecting the pupil from teasing at free time, and providing peers with some awareness of his/her particular needs.
  21. Allowing the pupil to avoid certain activities (such as sports and games) which she/he may not understand or like; and supporting the pupil in open-ended and group tasks.
  22. Allowing some access to obsessive behavior as a reward for positive efforts.

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