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hands, for instance. Mark the face with such "times" as math, spelling, lunch and science instead of the traditional numbers, and allow the student to set their clock to the current classroom time.

Include them individually

Quite often, the autistic child does not view themselves as part of a larger group. If the teacher says, "let's line up" the autistic child may not correlate that he or she is included in the us. However, "let's line up. Joshua, you too" is a cue that most will not miss and serves to help them feel more like a member rather than an observer.

Provide visuals and manipulatives

Tactile reinforcement goes a long way in helping an autistic child reach a solution. It is generally, much more difficult for them to understand a concept without some way to touch it, or to see it. Be creative, but not demeaning or condescending in your use of such aids. It may be necessary to allow for the continued use of the visual aid long after the child has demonstrated a cogent grasp of the concept and has made it obvious that the aid is no longer needed to help them reach the correct solution. This is directly related to the need for structure and scheduling in the developmentally challenged child's life.

Get the parents involved

This may seem rather obvious and is most likely the mantra of all teachers and schools. In the case of an autistic child, it is a necessity. For the benefit of the child, the rules - the day to day structure and ordering of their life - must be consistent. The material covered in class during the day should be reviewed that night at home. Because autistic children learn largely by rote memory, repetition is crucial. This generally means the autistic child may spend longer each night on homework than the average first or second grader, and parents' involvement is paramount.

Individualized Education Program

If the school has the resources available, e.g., money, personnel, and desire to help, an individualized education program (IEP) can prove to be an invaluable training tool for the autistic child. An IEP can range from something simple like a few minutes outside of the classroom for the child to do some physical activity or have some personal quiet time, to a professionally qualified, in-class aide to help keep the student on task and assist them with things they do not know or understand. In some cases, they are nothing more than changing a student desk chair for a stool, or ensuring a certain food is available at lunch. The key is to tailor

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