by Fiona Black

Created on: July 17, 2010

The current practise of inclusive curriculum means that a teacher needs to be many things to many people, including being able to teach children with a variety of complex needs. This can be quite confronting for teachers, particularly if, as a teacher, your background is not in special education. Fear not, however. With research, professional development, extra help within the classroom (which may be provided through an Inclusion Support Assistant, Teaching Assistant or parent) and cooperative planning, you will be able to develop and implement a programme or programmes that will enhance the learning of your students and relieve your anxiety.

As with current trends, school-aged children with Autism who are “higher-functioning,” are usually supported in mainstream classrooms, with varying levels of 1:1 assistance.  If a child who has been diagnosed with Autism is enrolled in your class and you are not familiar with Autism, rather than being daunted, embrace the process. New challenges are part of the professional life and having a varied classroom make-up promotes the concept of a diverse community, which is crucial for children to accept. Two-way learning should be encouraged in the democratic classroom. Tolerance for individual differences, whether children have special needs or not, is important for children to learn, even if this message is not delivered at home.  There is a range of information available on-line, at your local bookstore and in educational shops, about developmental play, child development and Autism Spectrum Disorder, which incorporates Autism.

 What is Autism and ASD?

Autism Spectrum Disorder (ASD) is a neurological condition, the causes of which are still unclear. ASD refers to a spectrum or range of conditions, such as Autism and Asperger’s Disorder, which share some common symptoms, including difficulties with communicating, problem-solving and social skills.

Although no two children with ASD are the same, they all face challenges in interacting and communicating with others. Some children with ASD do not talk or may speak very few words; some have an intellectual disability and some have sensory issues, so may react to certain smells, textures, tastes, noises or things they see, such as flashing lights. Some children with ASD may get anxious and upset because they are unable to communicate their needs and wants and most have difficulty in learning how to play imaginatively.

Various teaching strategies

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