www.learninglinks.org.

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Information Sheet 3

Strategies for teaching

students with Autism Spectrum
Disorder and other students
with special needs
By Sue Larkey*

S tudents with Autism Spectrum

Disorder do not experience
the same emotions and thought
• have no way of predicting how long
an activity will last,
processes that we expect of most Adults with Autism Spectrum Disorder
• are unsure where to start and when to have given us a great understanding of
school age children.
finish an activity,
the extent of their visual strengths and
If a student is visually impaired, we
• will often repeat an activity as they confusion with the spoken word.
use braille and a range of special
are unaware it has ended (hence
adaptations to enable them to be Temple Grandin (an adult with autism
many autistic repetitive behaviours
independent. In the same way we need who has written a number of books
such as spinning),
to adapt the environment of students about her experiences) said, “I used to
with Autism Spectrum Disorder to set • have no way of knowing or think adults spoke a different language. I
them up for success. anticipating the order in which think in pictures. Words are like a second
demands will be made, language to me.”
What does a student with • have no anticipation of when they will
Autism experience? get to do what they want to do, and Strategies to help students
The nature of Autism is such that during • are uncomfortable with uncertainty complete tasks
schoolwork, students with Autistic and unable to concentrate on work to Work tasks and homework can be a very
Spectrum Disorder often: the best of their ability. stressful time for schools and families
We now also know that most students of students with Autism Spectrum
• demonstrate poor organisational
with autism have visual strengths and it Disorder. There are a number of
skills,
is vital to use a range of visual strategies strategies that can help students with
• do not feel rewarded by the social Autism Spectrum Disorder successfully
to improve their understanding and
interaction surrounding schoolwork, complete tasks.
positive interactions with learning.
• need expectations spelled out very The strategies can be grouped into
clearly, four areas – workload, work tasks, work
environment and feedback and rewards.

EMBRACING THE DREAMS OF FAMILIES FOR THEIR CHILDREN

 Information Sheet 3 – Learning Links – Helping Kids Learn 
Learning Links is a non-profit charity assisting
children who have difficulty learning and their
families. Workload
We raise funds to help children from birth to 18 years • It is very important that a student Work Environment
by offering a range of services including the following. with autism is given an achievable • Allocate a specific area for specific
Early Childhood Services for children from birth to workload and has some control tasks.
six years. over the work. For example, give the
student some area of choice. This may • Use visual schedules.
• Early childhood intervention and support for very
young children. mean they can order the tasks or the • Ensure a student can predict what
reward when they complete the work. will happen next in the sequence of
• An inclusive preschool for children with and activities.
without special needs. • There should also be a definite end
to the work – clearly defined by such • Ensure a student can understand
• An assessment and consultancy service for families things as reinforcement, a special what is required of them.
who are concerned about their young child’s activity or playtime.
development.
• Work tasks should be ordered using Feedback/Rewards
• Specialist early childhood teaching and therapy. a schedule (see later in the article). • Verbal information can be abstract
School Age Services for children from Kindergarten Alternatively you can have a start and or open to misinterpretation. Use
to Year 12 who have low support needs. finish box or pile so a student can see statements of what you want, not
• Comprehensive assessments. that they need to do ‘x’ number of what you don’t want. For example,
worksheets and that they have also say, “draw a circle” and don’t add “not
• Small group tuition and therapy. completed ‘x’ number. a square” as they might only hear the
• Occupational and speech therapy programs word square.
combining specialist education services and
• An analogue clock is useful as you can
put a red dot to indicate when the • Demonstrate rather than explain.
therapy.
session will finish (such as when the Remember to use visuals whenever
• Outreach programs. big hand gets to the five). possible.
• The Ronald McDonald Learning Program for • Trial rewards to ensure they are
seriously ill children and the Reading for Life Work Tasks motivating.
Program for children falling behind in their reading.
• Ensure there is one familiar aspect • Compile a list of rewards. You may be
Family Services helping and supporting families and tap into an area of interest or surprised what motivates the student.
and health professionals. a student’s strengths (such as a
• Centre and home-based family counselling. counting activity if this is a strength) • Choose rewards that are functional,
in order to reduce stress. concrete and capable of immediate
• Parenting Programs and groups for families. sensory feedback.
• Case Management Services. • Present the same concept in many
different ways. Long term exposure • Change the rewards frequently (you
Professional Development for teachers and to the same task can create rigidity, can repeat them later).
health professionals. boredom and difficulty with
Presentations, workshops and advice on identifying generalisation. Schedules
and helping children with learning difficulties, • Use a student’s interests and/or Work procedures pose additional
learning disabilities and developmental delays. fixations (such as a picture of their difficulties for students with Autism
Learning Links has branches in six Sydney favourite Pokeman on the corner of Spectrum Disorder.
locations at Peakhurst, Penshurst, Fairfield, a worksheet) to introduce a new or Students with Autism Spectrum
Miller, Dee Why and Randwick. We also offer difficult task. This creates a calming Disorder usually have a limited
some services to children in country NSW, the effect in a demanding situation. understanding of the concept of time
ACT, Victoria and New Zealand. A complete list and know what is happening or will
of branch locations and contact numbers is on
• Balance the work tasks to include
tasks of high, medium and low happen. Sequencing, predicting and
the back cover.
interest. organising the order of events are also
difficult.
• Make tasks functional and relevant
wherever possible. Students will resist Another issue facing students with
tasks that have minimal meaning or Autism Spectrum Disorder is difficulty
relevance to them or have an unclear with communication, including difficulty
start and finish point. understanding verbal explanations of
what will happen at certain times during
Learning Links the day.
Head Office
12-14 Pindari Road
Peakhurst NSW 2210
Tel: 9534 1710 Fax: 9584 2054
Email: [email protected] “I used to think adults spoke a different language.
Website: www.learninglinks.org.au
Enquiries regarding this Information Sheet should be directed to Robyn Collins I think in pictures. Words are like a second language to me.”
Tel: (02) 9534 1710 Fax: (02) 9584 2054 Email: [email protected] Temple Grandin, Adult with Autism
© Learning Links 2006. The material in this publication cannot be reproduced
without the written permission of Learning Links.
Information Sheet 3 – Learning Links – Helping Kids Learn 

Change can also create considerable

stress and students with Autism
Spectrum Disorder generally feel more “Being autistic doesn’t mean being unable to learn.
comfortable with sameness or rigidity in But it does mean there are differences in how learning happens.”
their routine. Jim Sinclair, Adult with Autism
Schedules help reduce the stress
associated with these feelings and
increase a student’s opportunities for Three types of commonly used
success. schedules are a general daily classroom
A schedule enables students to keep schedule with activities and individual A calendar can be used to fill in the
track of the day’s events and activities tasks, an individual work skill schedule dates and events. A daily schedule sheet
as well as develop an understanding and sequence charts or a schedule of also provides an opportunity for the
of time frames and an appreciation of daily routines. student to fill in what they should do in
environmental sequences. numerical order – 1st, 2nd, 3rd etc. Clock
How to use a Schedule stamps on a schedule can be used to
The Advantages of Schedules A range of formats can be used help learn to tell the time.
with schedules including posters,
Increase blackboards/whiteboards, diaries, strips, Schedules in the Playground
Independence small photo albums, business card The playground can be an extremely

n
holders, cardboard strips or books. challenging time for students with
Understanding
Schedules can be the cornerstone of Autism Spectrum Disorder and
Success management practices for students with they often find this an extremely
Access to school curriculum challenging behaviours. They can be overwhelming experience.
Participation in school community used to clarify expectations, set limits, Using a schedule of activities to do in
or reduce negative teacher attention the playground can considerably reduce
for undesired behaviour. As a behaviour anxiety.
Decrease
management tool, schedules can also
The schedule can include a range of

!
Dependency on teacher/teacher aide indicate that a preferred activity will
follow a non-preferred activity. appropriate activities (written words,
Dependency on verbal prompts
Compics, photos depending upon
Questioning Schedules can be used in a large variety students’ needs) and the order.
of ways to develop language and aid
Behavioural Problems An example could be:
comprehension depending upon the
individual student’s needs. For students Lunch Time
with limited verbal language, schedules 1st Ball
Schedules can cover various time
can provide an opportunity to interact 2nd Monkey Bars
periods – yearly diaries or timetables,
and communicate. 3rd Climbing
term diaries, monthly calendars,
weekly calendars or timetables and/or For students who have difficulty *Sue Larkey is an author and consultant
schedules of short periods of time such writing stories (especially creative with a background in Primary School
as one hour, ten minutes or less. stories), schedules provide an excellent Teaching and Special Education Teaching.
opportunity to develop written skills. Sue has taught students with Autism
You can also use a variety of visuals in
Many students are motivated to write Spectrum Disorder in a mainstream and
schedules.
as they can relate to the text and have a Specialist Autism School. She combines
Most students with Autism Spectrum this practical experience with extensive
repeated opportunities to write about
Disorder are visual learners, so where research, having completed a Masters
the day’s events. This can be an excellent
possible use pictures or written words in in Special Education and is currently
homework activity.
conjunction with verbal communication. undertaking a Doctorate in Education.
For students who have difficulty writing Sue’s website is www.suelarkey.com and
Visuals can include some or all of the
you could have the words/Compic cut her e-mail address is suelarkey@optusnet.
following.
out and they can either paste or attach com.au. Details of her seminars and
• Compic (a computer line drawing that them to the schedule. information on autism spectrum disorders
represents words, objects, activities can be found on her website.
Schedules are also excellent to use to
and concepts – see box)
teach time, numbers, days of the week
• Written word and months of the year – all important
• Objects life skills.
• Boardmaker
• Remnants (part of an activity, ie. block Compic pictographs are a communication resource
from train set) developed in Australia and consist of 1670 pictographs.
• Photographs For more information on Compic or computer
• Comic Strip illustrations line drawings visit www.compic.com
Information Sheet 3 – Learning Links – Helping Kids Learn 

Successful strategies for transition to a

new classroom/teacher/school for children
with autism spectrum disorder
By Sue Larkey
Autism Interest Group
T he nature of Autism is such that
transition can be extremely
stressful.
Are you a family with an interest in Autism?
If you are happy to have your contact details on a database with the intention
Changes big and small can trigger of informing you, by post or email, of events/conferences/workshops and
confusion, anxiety and problems. A articles relevant to Autism Spectrum Disorders, please give your details to
new teacher, new classmates and a new
Veronica Borham, Learning Links, 12-14 Pindari Rd Peakhurst NSW 2210,
classroom can be particularly stressful.
phone 9534 1710 (Tues/Wed/Fri) or [email protected]
If the student is keeping the same
teacher or teacher’s aide this is one less
change, however for some students it
• Allocate a place where the student
is the change of students or classroom
can go if they get lost or to get
that creates the confusion. • Ensure communication is established
help (e.g. Front desk, School
Any of the following changes in a Library, Special Education Teachers’ with parents for example via a journal.
typical school year can create huge classroom). Choose a place that is
anxiety: changes in timetable, different easy to find and always has an adult Organise visits now
playground, new school books or to quickly help the student before This is vital for new teacher and student.
pencil case, new classroom rules, new they become anxious. Ensure the staff
arrangement of objects, new teachers in this area know the student and Organise visits to the new teacher/
(e.g. specialist teachers), new school can help. It is a good idea to have a classroom during the last month of
administration (e.g. Principal), new folder with the student’s timetables, school. Make sure the student has
students in class and/or new play areas. information and strategies at this pre‑warning and visuals are a great
place to help ensure the student can way to do this.
Successful Strategies be assisted quickly. Practise with the At first you may just send them to the
• Use visual timetables and visual cues student going to this area when they teacher to ‘share a success’ or ‘show a
to indicate changes. are calm. special interest’. Make it VERY positive.
• If the student has difficulty with Where possible keep the first visits
• Schools should send home the brief so the student doesn’t get too
timetable as soon as possible. Then organisation, put strategies in place
to help such as for each class have the overwhelmed.
the parents can discuss changes and
the student can learn the timetable. required materials in separate bags in If you have a Principal who doesn’t
their locker (e.g. in the Art bag have know who the teachers will be, explain
• Use photographs for example, a smock, pencil case, map to find the EXTREME importance for this
new teachers, students in class or classroom etc). student! Difficulty with change is part
playground. of this student’s disability. It is VITAL
• The playground can be a very
• Ensure the student has strategies to frightening place for a student with and just as important as glasses to
stay calm. This may include a quiet Autism Spectrum Disorder. Allocate an other students to make reading more
area, walkman with calming music area in the playground for the student successful.
and favourite book or activity. to play that will be within eyesight of A student with Autism Spectrum
• If the student has difficulty finding teachers and has activities the student Disorder needs transition and so does
their way from one class to another, will enjoy. Other strategies include the teacher.
allocate a ‘Hall Buddy’ who helps the getting them to use the library at
Many teachers have never experienced
student find the next class. lunch times or joining clubs.
students with Autism Spectrum
Disorder. Knowing they are having a
student as early as possible allows them
Information on Autism Spectrum Disorders to talk to other staff, professionals,
attend workshops BEFORE they have the
Learning Links has information sheets on Autism Spectrum Disorders on its student in their class.
website www.learninglinks.org.au in the publications section (just click
If possible send the new teacher to
on the link in the top black menu bar). These information sheets can be
OBSERVE in the current classroom for a
downloaded as they are pdfs. These sheets contain references to a number
day!!
of websites with useful information on autism and feature articles by
Professor Tony Attwood, Sue Larkey and Dr Jacqueline Roberts.
Information Sheet 3 – Learning Links – Helping Kids Learn 

Head Office Southern Suburbs Branch

12-14 Pindari Road 10 Railway Parade
Peakhurst NSW 2210 Penshurst NSW 2222
www.learninglinks.org.au Telephone: (02) 9534 1710 Telephone: (02) 9580 4888
Preschool: (02) 9533 3283 Facsimile: (02) 9580 4788
Early Childhood Services
Facsimile: (02) 9584 2054 Email: [email protected]
– all enquiries to Head Office
Email: [email protected]
South West Sydney Branch
School Age Services
Northern Suburbs Branch 88 Shropshire Street
–  contact your local branch
2 Alfred Road PO Box 42
Family Services PO Box 634 Miller NSW 2168
– contact your local branch Brookvale NSW 2100 Telephone: (02) 8783 7111
Telephone: (02) 9907 4222 Facsimile: (02) 8783 7222
All other enquiries Facsimile: (02) 9907 4244 Email: [email protected]
– Head Office Email: [email protected]
Eastern Suburbs Branch
Western Suburbs Branch 1/20 Silver Street
Unit 7/9 William Street Randwick NSW 2032
PO Box 1026 Telephone: (02) 9398 5188
Fairfield NSW 1860 (2165) Facsimile: (02) 9326 5364
Telephone: (02) 9754 2377 Email: [email protected]
Facsimile: (02) 9755 9422
Email: [email protected]

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