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Phone Number
713-725-5982

Autism

Autism

Autism looks different for everyone, and each person with autism has a distinct set of strengths and challenges. Some autistic people can speak, while others are nonverbal or minimally verbal and communicate in other ways. Some have intellectual disabilities, while some do not. Some require significant support in their daily lives, while others need less support and, in some cases, live entirely independently.

advocate for autistic adults
Autism looks different for everyone, and each person with autism has a distinct set of strengths and challenges. Some autistic people can speak, while others are nonverbal or minimally verbal and communicate in other ways. Some have intellectual disabilities, while some do not. Some require significant support in their daily lives, while others need less support and, in some cases, live entirely independently.

How can schools support children with Autism?

Accommodations and Modifications
Accommodations and Modifications Many autistic students require assignment accommodations and modifications in order to be successful at school. Modifying assignments can be accomplished easily without drawing undue attention to the student. The particular modifications may differ based on individual students’ strengths and needs, but some examples of modifications include:
autism assignment

Reformatting assignments to distinguish relevant details from irrelevant details

time in autism questions

Allowing additional time for the student to complete tasks

autism student method

Allowing the student to use alternative methods to demonstrate understanding

autism student task

Shortening tasks or reducing the number of tasks the student is expected to complete

autism literacy strategies

Outlining precisely what information the student is expected to learn from reading

autism communication strategies

Providing graphic organizers and concrete strategies for assignments

strategies for adults with autism

Providing pre-highlighted texts and/or study guides

support strategies for autism

Identifying the information that the student will be responsible for on upcoming tests

behavior strategies for autism

Giving the student a model to follow of what is expected on assignments

Visual supports help autistic students focus on the task at hand by providing clarity, supporting focus, and providing predictability. Some visual supports include image-based information. Other visual supports provide written versions of information that is otherwise either implied or conveyed through speech only. Depending on the type of support, visual supports can help autistic students understand “hidden” school rules and expectations as well as supporting those who experience challenges with auditory processing or executive function. Using additional visual strategies, such as color-coding, can help make the information even more clear. Some examples of visual supports include:
  • Map of school outlining the student’s classes
  • List of classes, room numbers, books, and other supplies needed
  • List of teacher’s expectations and routines for each class
  • Schedule of activities within the class
  • Sample models of assignments, with important requirements demarcated
  • List of test reminders
  • List of schedule changes
  • List of homework assignments
Choice-making is a strategy in which small choices and decisions are embedded into daily routines and activities. This strategy allows autistic students to have some control over events in their life. While this is important for everyone, it can be particularly beneficial for autistic students because it provides predictability and agency. Many opportunities are available throughout the day to give autistic students choices. Choice-making does not mean that a student gets to decide if they want to complete an assignment. Rather, it gives students control over other aspects of the learning process. For example, the student could choose what color pen or pencil to use when completing the assignment. However, when providing choices, it is important to keep the individual student in mind. Sometimes, students who usually have the ability to make choices cannot do so under stressful situations or if the choices are not appealing to them. In these cases, offering choices could inadvertently increase stress instead of benefiting the student.
With children who may be on the autistic disorder spectrum (ASD), encouraging the use of their senses is incredibly important; they may struggle with processing sensory information as they may be sensitive to certain sounds for example. Using sensory activities are effective learning tools to engage all areas of the brain; helping with cognitive, emotional, physical, social and communication development, and can help to ‘retrain’ the brains response to new sensory information. This may help autistic children to cope better with different sounds, new textures, or a variety of scents and tastes. Some examples of sensory play are:
  • Sensory Bins
  • Bubble Wrap
  • Water Play
  • Play Dough
  • Sensory Bottles
  • Swings
  • Trampolines
  • Sensory Walks
  • Sensory Play Mats
  • Sensory Integration Therapy
  • Window Painting With Shaving Cream
  • Pouring Station
  • Ball Pit
  • Plastic Bag Kites
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