5 Important Classroom Accommodations For

Autistic Children
Since autism spectrum disorder cause a wide range of learning disabilities that are unique to
each child, classrooms must remain equipped to help every student work around those
difficulties. Each individuals executive function level and sensory processing difficulties play a
role in the resulting learning disability types and severity. With 1 in 68 kidsdiagnosed on the
autism spectrum, with many high functioning individuals, teachers at all grade levels must
remain prepared to provide accommodations designed to mitigate those learning difficulties.
With the right classroom accommodations, it is possible to overcome barriers to learning and
help children with autism tackle schoolwork with confidence.

Daily Outlines
Difficulties with transitions between tasks and activities is common through the full range of the
autism spectrum. Therefore, a daily class schedule detailing the broad activity categories for the
day is a must. A detailed daily schedule will greatly assist with the transitions related to moving
between the classroom, lunchroom, schoolyard and other destinations throughout the day.
It does not, however, have the power to assist with lesson micromanagement. Students with
autism perform best when they know how to break up their time between each tasks required to
complete the exercise or project in front of them. Teachers can provide an outline for each
assignment to help students transition between the required tasks.

Alternate Media
Kids on the autism spectrum often have difficulties with visual or auditory learning styles.
Teachers should provide multiple media options to suit each childs specific learning style. For
visual learners, a combination of literature, videos, pictures and charts relays the lesson
information best. Auditory learners, on the other hand, often require an audio tape or recording
of the written information for the lesson.

For children exhibiting difficulties with both visual or auditory learning styles, it is possible to
provide tactile tools to convey the information provided with each lesson. Tactile tools may
include flash cards, board games, pads for notetaking, computer games and craft projects.
Although it can be beneficial for the students to try the other types of media from time to time,
the best progress will be made with the childs preferred learning style.

Sensory Tools
Up to 95% of autistic children have difficulties regulating their sensory system, which is often
referred to as sensory processing disorder. Therefore, sensory tools, or fidgets, can help relieve
the resulting stress and improve focus for autistic children as they attempt to learn in a busy
classroom environment. The fidgets allow these kids to self-regulate their emotions and keep
themselves on task when distractions compete for their attention. Many kids who are prone
torepetitive behavior can keep their typical motions under control with a fidget in hand or under
foot. There are many different types of sensory tools suitable for classrooms, including stress
balls, pencil toppers, tangle puzzles, clay, wiggle cushions, weighted lap pads, chair bands and
foot rollers. Since fidgets are fun, yet low key, they are a nice tool to have available to all of the
students to avoid having anyone feeling singled out or left out.
Quiet Corner
Classrooms are full of distractions that students with autism frequently find difficult to drown out.
The screech of chairs moving across the floor, other students walking around, intercom
announcements, flickering lights and school bells are all bothersome distractions that are near
impossible for children with autism to ignore. Even strong smells can overpower the senses and
dominate the mind of students sensitive to that type of stimuli. These distractions often become
incredibly overwhelming to the sensory system, especially as the day goes on, which can lead
to a meltdown.
To prevent sensory overload, teachers can provide their students with a place to escape the
constant barrage of noise and visual stimulus by creating a quiet corner in a low traffic area of
the classroom. The corner should have somewhere for the students to comfortably rest and
allow their sensory system to calm down. Noise canceling headphones or ear plugs, sleep
masks and weighted blankets can all help the student overcome sensory overload and prepare
to begin the learning process anew.

Extra Breaks
Teachers can help the school day go much smoother by building breaks into the schedule. A
single five minute break every hour provides much needed time to transition between tasks and
recover from the demands of the classroom environment.
Breaks should also be available on an as-needed basis to allow students with autism to learn
how to respond to internal cues and take the actions required to regulate their being. Without an
adequate number of breaks each day, students may be prone to meltdowns from sensory
overload and fatigue from constantly attempting to regulate themselves.
Kids with autism tend to return from the break reorganized and ready to focus on the task at
hand. Teachers may want to suggest extra breaks at first to help kids become mindful of their
feelings. Guided breaks also give kids a chance to see which break time activities provide the
biggest benefits. Kids who seek stimulus may prefer to listen to music, while overwhelmed
students may benefit from quietly working on a puzzle.

Playing It By Ear
There are always going to be opportunities for teachers to further customize the classroom in an
effort to mitigate the challenges autistic children face in school. Each child with autism provides
a chance to observe the classroom accommodations that provide the biggest benefits and
identify discrepancies in the learning environment. As teachers navigate the process of
providing support for all students, it is important to utilize all of the available resources to create
a learning environment friendly to all.
Manage Impulsivity in the Classroom
For a child who speaks out of turn:
> Seat him front and center, near the teacher, and away from distractions
> Discuss the behavior in private rather than calling him out in front of the class
> Have him sit next to a well-behaved role model
> Increase the distance between desks, if possible
> For younger students, mark an area with tape around his desk in which he can move freely

Help for Half-Done or Incomplete Assignments

> Allow extra time to complete assigned work
> Break long assignments into smaller segments, each with a deadline
> Shorten assignments or work periods
> Pair written instructions with oral instructions
> Set a timer for 10-minute intervals and have the student get up and show the teacher her work

Help Classroom Focus

If your child doesnt participate, drifts off when taking notes, or turns in work with mistakes:
> Have a peer assist him in note taking
> Have the teacher ask questions to encourage participation
> Enlist him to help present the lesson
> Cue him to stay on task with a private signala gentle tap on the shoulder
> Schedule a five-minute period for him to check over work before turning in assignments

To End Disruptive Classroom Behavior

> Have the teacher ignore minor inappropriate behavior
> Allow the student to play with paper clips or doodle
> Designate a place in advance where to let off steam
> Adjust assignments so that they are not too long or too hard
> Develop a behavior contract with the student and parents (share info about what works at home or vice versa)

For the Daydreamer in Class:

> Have the teacher use clear verbal signals, such as Freeze, This is important, or One, two, threeeyes on me
> Allow the student to earn the right to daydream for 5-10 minutes by completing her assignment
> Use a flashlight or a laser pointer to illuminate objects or words to pay attention to
> Illustrate vocabulary words and science concepts with small drawings or stick figures

Settle Fidgety, Restless Behaviors

If your child taps his foot or pencil nervously in class or gets up out of his seat a lot:
> Allow him to run errands, to hand out papers to students, clean off bookshelves, or to stand at times while working
> Give him a fidget toy in class to increase concentration
> Slot in short exercise breaks between assignments
> Give him a standing desk or an air-filled rubber disk to sit on so he can wiggle around

Keep Track of Homework and Books

If your child forgets to bring home homework assignments or books, return papers to school, or to put his name on
his paper:
> Use an assignment notebook/student planner
> Allow students to dictate assignments into a Memo Minder, a small three-minute tape recorder
> Staple the teachers weekly lesson plan in the students planner
> Reduce the number of papers that are sent home to be signed
> Appoint monitors to make sure that students write down homework assignments
> Allow student to keep a second set of books at home

Put Time on His Side

If your child has trouble with due dates and deadlines:
> Give advanced notice about upcoming projects and reports
> Stand next to the student to make sure that the assigned task is begun quickly
> Present all assignments and due dates verbally and visually
> Use timers to mark transitionsputting materials away before starting a new subject or project

Expand Her Social Network

If your child is clueless about social cues, doesnt work well with others, or isnt respected by peers:
> Set up social-behavior goals with her and implement a reward program
> Request that the school establish a social skills group
> Encourage cooperative learning tasks
> Assign her special responsibilities or a leadership role
> Compliment positive behavior and work
> Acknowledge appropriate behavior and good work frequently

Take the Fear Out of Writing

If your child is challenged by written assignments:
> Allow more time for written assignments and essay questions
> Shorten reports or assignments
> Allow students to print; dont require cursive writing
> Allow the option of a recorded or oral report in lieu of writing
> Encourage students to use a computer for written work
> Allow the use of spell check and grammar check software

Reduce Math Anxiety

If your child does not finish math tests, is slow to finish homework, or has problems with multi-step problems:
> Photocopy pages for students so they do not have to rewrite math problems
> Keep sample math problems on the board
> Allow use of a calculator for class- and homework
> Give review summaries for math exams
> Give extended time on tests
 Classroom Accomodations for Children with ADHD

Mood
> provide reassurance and encouragement
> frequently compliment positive behavior and work product
> speak softly in non-threatening manner if student shows nervousness
> review instructions when giving new assignments to make sure student comprehends directions
> look for opportunities for student to display leadership role in class
> conference frequently with parents to learn about student's interests and achievements outside of
school
> send positive notes home
> make time to talk alone with student
> encourage social interactions with classmates if student is withdrawn or excessively shy
> reinforce frequently when signs of frustration are noticed
> look for signs of stress build up and provide encouragement or reduced work load to alleviate pressure
and avoid temper outburst
> spend more time talking to students who seem pent up or display anger easily .
> provide brief training in anger control: encourage student to walk away; use calming strategies; tell
nearby adult if getting angry

Academic Skills
> if reading is weak: provide additional reading time; use "previewing" strategies; select text with less on a
page; shorten amount of required reading; avoid oral reading
> if oral expression is weak: accept all oral responses; substitute display for oral report; encourage
student to tell about new ideas or experiences; pick topics easy for student to talk about
> if written language is weak: accept non-written forms for reports (i.e. displays, oral, projects); accept use
of typewriter, word processor, tape recorder; do not assign large quantity of written work; test with multiple
choice or fill-in questions
> if math is weak: allow use of calculator; use graph paper to space numbers; provide additional math
time; provide immediate correctness feedback and instruction via modeling of the correct computational
procedure

Organization and Planning

> ask for parental help in encouraging organization,
> provide organization rules
> encourage student to have notebook with dividers and folders for work
> provide student with homework assignment book
> supervise writing down of homework assignments
> send daily/weekly progress reports home
> regularly check desk and notebook for neatness, encourage neatness rather than penalize sloppiness
> allow student to have extra set of books at home
> give assignments one at a time
> assist student in setting short term goals
> do not penalize for poor handwriting if visual-motor defects are present
> encourage learning of keyboarding skills
> allow student to tape record assignments or homework

Compliance
> praise compliant behavior
> provide immediate feedback
> ignore minor misbehavior
> use teacher attention to reinforce positive behavior
> use "prudent" reprimands for misbehavior (i.e. avoid lecturing or criticism)
> acknowledge positive behavior of nearby student
> supervise student closely during transition times
> seat student near teacher
> set up behavior contract
> implement classroom behavior management system
> instruct student in self-monitoring of behavior

Socialization
> praise appropriate behavior
> monitor social interactions
> set up social behavior goals with student and implement a reward program.
> prompt appropriate social behavior either verbally or with private signal
> encourage cooperative learning tasks with other students
> provide small group social skills training
> praise student frequently
> assign special responsibilities to student in presence of peer group so others observe student in a
positive light.

Examples of accommodations which teachers can make to adapt to the needs of students with
ADD are grouped below according to areas of difficulty.

Inattention
> seat student in quiet area
> seat student near good role model
> seat student near "study buddy"I
> ncrease distance between desks
> allow extra time to complete assigned work
> shorten assignments or work periods to coincide with span of attention; use timer
> break long assignments into smaller parts so student can see end to work
> assist student in setting short term goals
> give assignments one at a time to avoid work overload
> require fewer correct responses for grade
> reduce amount of homework
> instruct student in self-monitoring using cueing
> pair written instructions with oral instructions
> provide peer assistance in note taking
> give clear, concise instructions
> seek to involve student in lesson presentation
> cue student to stay on task, i.e. private signal

Impulsiveness
> ignore minor, inappropriate behavior
> increase immediacy of rewards and consequences
> use time-out procedure for misbehavior
> supervise closely during transition times
> use "prudent" reprimands for misbehavior (i.e. avoid lecturing or criticism)
> attend to positive behavior with compliments etc..
> acknowledge positive behavior of nearby students
> seat student near role model or near teacher
> set up behavior contract
> instruct student in self monitoring of behavior, i.e. hand raising, calling out
> call on only when hand is raised in appropriate manner
> praise when hand raised to answer question

Motor Activity
> allow student to stand at times while working
> provide opportunity for "seat breaks" i.e.run errands, etc.
provide short break between assignments
> supervise closely during transition times
> remind student to check over work product if performance is rushed and careless
> give extra time to complete tasks (especially for students with slow motor tempo)

20 Classroom Modifications for Students with Autism by Karen Wright, M.S.,

C.T.R.S. (in order of importance) 1. Develop and use visuals for instruction,
such as: Individual visual schedule Highlighting important information
Using completed models Color coding relevant information Providing
visual directions Making endings obvious by use of finished box, folder,
etc. 2. Evaluate and assess sensory needs and schedule sensory activities
throughout the day. Ideas for sensory activities include: Use swing and
monkey bars Carry heavy objects and provide other ways to incorporate
proprioception (heavy work) into the day Chair push ups Provide fidget
toys Put something in mouth to bite, crunch, suck, chew, or blow
Continually assess lighting, temperature, smells, and sounds within the
environment Incorporate exercise into the day 3. Develop social stories
and social scripts. 4. Give the student choices and control. 5. Adapt the
physical environment to include: Close proximity to materials and
instruction Limitation of distractions (auditory, visual) Development
of clear visual boundaries, where appropriate Make the key learning
centers visually obvious within the classroom (carpet squares, furniture
arrangements, masking tape, etc.) 6. Provide trained peer support and/or a
buddy system throughout the day for the individual. This person should assist
with peer social interaction, as well as provide additional support as
needed. 7. Conduct training in autism spectrum disorders for all staff
members that come in contact with the student. Include detailed training for
classroom and therapy staff members, as well as general training for office
and administrative staff, bus drivers, cafeteria support staff, and
janitorial staff. 2 8. Actively use a home/school communication book that
outlines specific progress and challenges that occurred during the home and
school environments. The book is exchanged with classroom staff members and
the family on a daily basis. 9. Provide small group instruction, rather than
large group instruction. Directions and classroom instruction should be
offered in a small group setting so that as much oneto-one and peer
interaction is provided as is needed by the student (instruction by peers
also). 10. Assess and use interests and strengths of the person to structure
both curriculum and free-time activities. 11. Provide a clear beginning and
end to activities and tasks. 12. Provide opportunities for one-to-one
instruction and support, and then fade support as appropriate. 13. Use role-
play. 14. Develop and use rules (social, communication, behavior, and
general). 15. Develop and use a communication system across environments.
Every person with autism spectrum disorders should have a well-planned
communication system to support expressive communication and to support
receptive communication. 16. Ensure consistency between classroom staff
members, and between school and home. If modifications and specific classroom
strategies have been developed for the student, they need to be carried out
in all environments of the school, in the same way, by all people. This
consistency should be applied to as many other environments as possible so
that the student is being taught in the same positive manner in all
environments. 17. Allow staff preparation time. Because of the structure and
consistency required for students with autism, staff members require
additional prep time. 18. Educate students with autism spectrum disorders
with other, nondisabled children. 19. Educate peers about students with
autism spectrum disorders. 20. Provide activities to teach and support
social/emotional skills. Social skill development should be a priority for
the student from the first day he or she enters the educational system.
Social skills help students in all aspects of their daily life, from
childhood through adulthood, and should be actively taught in the school
environment. From NovemberDecember 2001 Autism/Aspergers Digest
References:
http://caring4ourkids.com/important-classroom-accommodations-for-autistic-children/
http://www.addwarehouse.com/shopsite_sc/store/html/article4.htm
http://www.additudemag.com/slideshow/5/slide-3.html
https://www.superduperinc.com/handouts/pdf/134_AutismintheClassroom.pdf
https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-
Services/Documents/Eligibility%20Areas/Autism/autismpreparationkitforteacherspdf.pdf