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.
Reformatting assignments to distinguish relevant details from irrelevant details
Allowing additional time for the student to complete tasks
Allowing the student to use alternative methods to demonstrate understanding
Shortening tasks or reducing the number of tasks the student is expected to complete
Outlining precisely what information the student is expected to learn from reading
Providing graphic organizers and concrete strategies for assignments
Providing pre-highlighted texts and/or study guides
Identifying the information that the student will be responsible for on upcoming tests
Giving the student a model to follow of what is expected on assignments
Autism Spectrum Disorder (ASD) is the clinical diagnosis used by healthcare professionals. Many individuals and families also use the term “neurodivergent” to describe differences in how the brain processes information and experiences the world. Every child is unique, and educational support should be tailored to their individual strengths and needs.
Some children may also have co-occurring medical conditions, including PANS/PANDAS, that can affect learning, behavior, or school performance. When these conditions impact educational access, we help families understand documentation, school accommodations, and appropriate educational supports as part of the advocacy process.
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:
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:
A: Autism Spectrum Disorder (ASD) is the formal medical diagnosis, while “autism” is the commonly used term.
A: Neurodivergent describes people whose brains process information differently than what is considered typical. Autism is one form of neurodivergence, along with conditions such as ADHD and dyslexia.
A: Yes. When PANS/PANDAS affects learning, behavior, or school participation, students may qualify for accommodations or special education services depending on their individual needs.
