Teaching Strategies & Instructional Approaches
Our Thoughts on Teaching Strategies
and Instructional Approaches:
When considering teaching strategies and instructional approaches in supporting students with autism in the classroom, we feel as though considering the Universal Design for Learning (UDL) framework is a great starting point with any inclusive pedagogical framework.
On this page you will find multiple strategies for instructional techniques that can be utilized to implement this framework in practice. As always, the strategies you find to be most effective will depend on the needs of the students you have, and the information presented here should be considered in that context. It is imperative that when approaching teaching students with autism, instruction should be “elastic” (Kluth & Chandler-Olcott, 2008, p. 45), flexible, and responsive.
In fact, elastic instruction, when applied across the class, can and does beneficially impact all learners: "teachers found that learning arrangements such as cooperative learning groups, centres, working with partners and using hands-on materials not only supported the participation of non-verbal students with autism, but also gave them an opportunity to change their teaching in ways beneficial for all students in their class” (Kasa-Hendrickson, 2013, p. 67)
1. Universal Design for Learning
"UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs."
(National Center for Universal Design for Learning)
The UDL framework has three, fundamental pillars:
1. Multiple means of action and expression (allow all students to express understanding in ways that are authentic to them),
2. Multiple means of representation (present information and content in multiple forms), and
3. Multiple means of engagement (stimulate interest and motivation for learning).
2. Inclusive Pedagogy
"Inclusive pedagogy requires the following:
(1) a shift in teaching and learning from an approach that works best for most learners toward one that involves the development of a rich learning opportunity that is made available to everyone;
(2) a rejection of deterministic beliefs about ability; and
(3) a way of working with others that respects the dignity of learners as full members of the classroom.”
(Lindsay et. al., 2014, p. 103)
Use this book: Walk Awhile in My Autism by Kate McGinnity and Nan Negri.
It is a book of sensitivity presentations to promote understanding of people on the autistic spectrum. It can be used to promote acceptance and compassion in classrooms and greater communities. It is organized as a manual that sets up each activity with what the goal is, what materials will be needed, how to adapt it for younger/older learners, and points that can be made.
3. Reading and Writing Workshops
“...literacy workshops [are] elastic because they allow all students, not just those identified as needing extra help, to read texts at different levels and, in many cases, on different topics...They also create opportunities for teachers to confer with individuals and small groups to provide instruction at the point of need. ...such an approach not only improves students’ literacy but also repositions children as competent who had previously been seen as incapable of achieving high levels of literacy.”
(Kluth & Chandler-Olcott, 2008, p. 57)
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Partner Reading
“any instructional approach that pairs two readers around the same text so that they can support each other in making meaning as they work through it.” (Kluth & Chandler-Olcott, 2008, p. 57)
(Kluth & Chandler-Olcott, 2008, p. 59)
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Buddy Reading
This is a variation of Partner Reading, but it is when an older student is paired with a younger student. It provides social-emotional support to both students in their reading and social interactions.
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Book Clubs
Students grouped around a common book they are reading. Students participate in group discussions about their ideas on the book.
(Kluth & Chandler-Olcott, 2008, p. 61)
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Learning Stations
Consider utilizing a variety of center activities during your reading and writing workship time: Writing centers, editing/publishing centers, alphabet centers, sequencing centers, poetry centers, listening centers, computer centers, etc...
(Kluth & Chandler-Olcott, 2008, p. 63)
4. Texts to Consider
Child's View of Reading, The: Understanding for Teachers and Parents by Pamela A. Michel
Written from the point of view of the child, this book is about young children and how they think about reading. All of the ideas presented are grounded in extensive research with beginning readers and their teachers, parents, and siblings. This book does not advocate any single method of reading instruction other than simply listening to children and responding to what they say about their reading.
A Real Person: Life on the Outside by Gunilla Gerland
An autobiography by an autistic woman which focuses on the feelings of alienation and tendency for obsessive behavior that make the condition so difficult to bear.
5. Buddy System
“The ‘buddy system’ (i.e. where a child with ASD is paired with a typically developing child) or ‘circle of friends approach’ (where children are encouraged to be inclusive and accepting of a child with a disability) ...It also gave other children in the class the opportunity to get to know the students with ASD and develop tolerance for differences while recognising similarities.”
(Lindsay et. al., 2014, p. 118)
6. Area of Expertise (AOE)
“These [areas of expertise] range from a first grader’s knowledge about cheetahs to a custodian’s expertise in quilting. AOE’s are displayed prominently in the school’s corridors, so school community members know where to go for specific information. People in the school, adults and teachers alike, are expected to set aside some time each year to teach their AOE.”
(Kluth & Chandler-Olcott, 2008, p. 55)
7. Bringing Disability Awareness to the Curriculum
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“Some teachers noted how older children were able to self-disclose their condition to their classmates to help create awareness and understanding: He would stand up and say, yep, I have autism and this is what it means and when I slap this is what I’m doing and this is why I need to do it. He was able to verbalize it so well...And the kids just went, yeah, he has autism. I have diabetes. It was just, whatever.” (Lindsay et. al., 2014, p. 117) (emphasis added)
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“Ten teachers provided disability awareness and/or sensitivity information and activities for their class to help increase the full inclusion of the child with ASD: I got a video where I educated the students in my classroom on the problems we might see and there came a teacher’s manual that kind of helped you. What really worked for me was educating the kids so they don’t become afraid of what they see. When he did something or if he was loud in the classroom or if he was wearing his weighted vest or whoopee cushion or he needed time to come out of the classroom, the kids didn’t go, ‘oh, oh’, you know?” (Lindsay et. al., 2014, p. 117) (emphasis added)
8. Social Skills through Social Stories
Social Stories is a social learning tool that supports the safe and meaningful exchange of information between parents, professionals, and people with autism of all ages. To read more about them, visit their website!
Field Trip for an Asperger's Student - A Social Story
Using Public Restrooms: Social Story for Children with Aspergers and Autism
9. Learn from your student(s)!
Begin by asking yourself these questions, "under what circumstances does this student thrive? How and what can I learn from this student? How does this student learn? What does this student value? What prevents me from seeing/helps me to see this student’s competence? How can I help this student find success? What gifts/skills/abilities does this student have?" (Kluth & Chandler-Olcott, 2008, p. 46) .
Then, use the answers to those questions to create your own Strengths & Strategies profile (see below). This profile will then help you determine which of the above suggested strategies (and the many others we have not covered!) could be beneficial for your student, for you, and for your classroom environment.
(Kluth & Chandler-Olcott, 2008, p. 48-9)