Teaching Approaches/ Strategies

We know that all students can succeed because they have their own unique ways of learning. Here are some ways to teaching students with ASD:

Visual Approaches
  Many students with ASD have strengths in concrete thinking and understanding in visual-spatial relationships (1, 27). Therefore, having a daily schedule in the classroom is an excellent way for them to be prepared of the activities for the day. Other possible visual approaches that will aid the students: activity checklists, calendar, choice boards, written instruction for learning new information, and labelling of objects, containers, and signs in the classroom (1). Furthermore, it is also important that there is a poster of the rules for behaviour; therefore, the students will be even more aware of the expectations.

Memory Strategies
Students with autism generally have a short term memory and a short attention span. Therefore, possible memory strategies would consist of: rehearsal, cued call, and semantic organization (8)

Universal Design for Learning
As indicated in Learning for All, this strategy helps students who experience difficulties in the classroom (5, 125). Using this strategy will allow you to understand the student's strengths and needs and what kind of activities will help them succeed the most. According to Learning for All, when using UDL you will:
-Have different ways of assessing the student and use different teaching strategies
-Make sure you have an appropriate use of space
-Communicate student-friendly and consistently
-Provide descriptive feedback
-Promote their safety and be respectful to them

Motivation:
   You want to motivate the students so that they can succeed! As we've learned in class, giving a student personal praise leads to performance goals and process oriented raise leads to learning goals (8). These two types of praise will encourage the student to try their best and let them know that they are in charge of their own success. Also, motivating students to do work independently is also important (considering they constantly supported, they need to know what its like to work independently).

Differentiated Instruction/ Explicit Instruction
    According to Learning for All, differentiated instruction focuses its structure on content, process, product and affect/ environment (5, 11). Explicit Instruction states the process and content objectives, states why strategy is helpful, and states when and where to use the strategy (5, 11). Teachers often share personal learning experiences, model strategies using Think Alouds, provide evidence of strategy effectiveness, and provide opportunities of practice (5, 11). This strategy is useful because it’s the gradual release of responsibility insuring that students will not work alone until they definitely understand the concepts of the lesson. Furthermore, explicit instruction will help break down the big concepts into little steps and through teacher stories or analogies of concepts, the student with autism will be able to gain insight on the material more because of the deeper connection. Finally, this strategy relates to Vygotsky's Zone of Proximal Development because explicit instruction uses many opportunities for repeated practice and guidance through a teacher until gradual release of responsibility is obtainable (8). 

STAR: Strategies for Teaching Based on Autism Research
   "This is a program that demands detailed lesson plans, data systems, different teaching materials, curriculum based assessment for teaching in receptive, expressive language and functional routines, academics and social skills (2, 44)." This strategy will allow the students with ASD to understand the lessons at their own level and pace the activities at their level.

How to Communicate Your Lessons/ Instructions
   When teaching your want the student to understand you and not be too overwhelmed. For a student with autism the best way to communicate would be speaking to them slowly, clearly and don't overload them with information (3). Furthermore, make sure that when you're introducing unfamiliar tasks in a familiar environment to eliminate possible stress that the student might feel (1, 32).