by Tracy Blankenship

Created on: September 01, 2009   Last Updated: September 02, 2009

What a teacher needs to know about autism

The rule of thumb when meeting people with autism is "if you've met one, you've met one." Autism, being a spectrum disorder, varies quite widely in its presentations. Students with Asperger's syndrome often present with a very normal affect, with the syndrome's signature peculiarities becoming evident only with more exposure and experience. Moderate to severe autistics can usually present with a significant lack of speech and/or social skills, with odd behaviors thrown in just for fun. Keep in mind that mental retardation is often present with autism, but not all autistics are MR.

Since every student is different, it is important to quickly identify his or her strengths and triggers. For some, triggers may be sensory, like scratchy fabrics or certain sounds, breaks in routine, even the presence of certain other individuals. Be prepared and open to anything. Strengths may be readily apparent, such as whizzing through a math paper or putting together a puzzle, or it may take time to figure out that this student is actually quite adept at navigating the Internet but can't tell you if he has to go to the bathroom.

Routines, or schedules are often a major anchor for these students. Routines can be "shaped" to guide behavior towards more normal activities, and schedules can be tailored and also shaped to help the student get through the day with less anxiety.

Anxiety is often a major player in the emotional makeup with these students. If a puzzle is missing a piece it might ruin your next two hours because of the tantrums it provokes. If a special comfort item becomes lost or otherwise unavailable, again, major tantrums may ensue. This can be addressed in the schedule by introducing a "mystery" block of time which can be extremely short to start with (sometimes as short as one minute), lengthening as the student understands the concept. The same applies to comfort objects, introducing substitutes for short periods of time, lengthening as it becomes familiar.

Parents and caregivers are invaluable resources for obtaining the keys to dealing with the student's peculiarities. Previous teachers and the student's Individualized Education Plan (IEP) also can shed light on how the student works best and where they need to improve. IEPs should not be an iron-clad road map, however. Students do change and the IEP may not reflect gains or regressions. Your on-going evaluation is still going to be an important aspect of helping the student be successful. Behavior plans are usually written in or attached to IEPs, and like the IEP itself, is likely to change, sometimes rapidly, depending on the progress or regression of the student. Be open to the idea of asking for help with behaviors from the parents/caregivers, administration, or community organizations. Above all, remember these kids, even if they don't appear to be listening, can and do listen and hear what is said around them, and words of praise and encouragement can and do make it in and can make a difference. And making a difference is what it's all about, isn't it?

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