1. Visual Supports: Visual supports can enhance understanding and communication for students with autism. These can include visual schedules, social stories, visual cues, and visual aids to facilitate comprehension and organization. (National Autism Center. (2015). Findings and Conclusions: National Standards Project, Phase 2. Randolph, MA: National Autism Center.)
  2. Structured Environment and Routine: Establishing a structured environment with clear routines and expectations can provide a sense of predictability and reduce anxiety for students with autism. Consistency in daily schedules and classroom organization can help create a more supportive learning environment. (Koegel, L. K., Koegel, R. L., & Dunlap, G. (1996). Positive behavioral support: Including people with difficult behavior in the community. Paul H Brookes Publishing.)
  3. Task-Specific Support: Breaking down tasks into smaller, manageable steps and providing visual or verbal prompts can assist students with autism in understanding and completing assignments. Task analysis and providing clear instructions can enhance their learning experience. (Neely, L., Rispoli, M., Camargo, S., Davis, H., & Boles, M. (2013). The effects of visual supports on the acquisition and maintenance of vocational tasks by young adults with autism. Focus on Autism and Other Developmental Disabilities, 28(3), 166-175.)
  4. Individualized Instruction: Tailoring instruction to meet the specific needs and strengths of each student with autism is crucial. Differentiated teaching methods, personalized accommodations, and utilizing the student’s interests can optimize their learning outcomes. (Hume, K., Loftin, R., & Lantz, J. (2009). Increasing independence in autism spectrum disorders: A review of three focused interventions. Journal of Autism and Developmental Disorders, 39(9), 1329-1338.)
  5. Social Skills Training: Providing explicit instruction in social skills can help students with autism improve their social interactions and develop peer relationships. Strategies may include role-playing, social stories, and video modeling. (Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73(3), 261-284.)
  6. Sensory Support: Recognizing and addressing sensory sensitivities can promote a more comfortable learning environment. Modifying the sensory environment, such as reducing noise levels or providing sensory breaks, can support students with autism in managing sensory challenges. (Watling, R. L., & Dietz, J. (2007). Immediate effects of a sensory‐based intervention for children with challenging behavior. American Journal of Occupational Therapy, 61(2), 207-216.)
  7. Collaboration and Communication: Encouraging collaboration among teachers, parents, and therapists is essential for creating a comprehensive support system. Regular communication and sharing of strategies and progress can ensure consistency and continuity in supporting the student’s needs. (Simpson, R. L. (2004). Collaboration for inclusion: The professionals’ views. Remedial and Special Education, 25(1), 15-24.)