Teaching Students with Autism Spectrum Disorder (ASD) Faculty Guide

The information provided in this guide is meant to help support students with Autism Spectrum Disorder (ASD) in your course and is supplemental to their Accommodation Plan. The impact of a student's disability varies in severity for each student. The strengths and challenges associated with ASD cannot be broadly applied to all students.

Definition

ASD is a neurological diagnosis that can result in a variety of unique characteristics for each individual. Language around autism includes neuro-diversity, neuro-developmental difference, atypical, and Asperger’s.

If you have met one person with autism, you have met one person with autism

Areas of challenge that may exist for an individual on the spectrum may present in the following areas:

• Communication (emotional comprehension, verbal expression and cognition)
• Social (interaction, engagement, and comprehension)
• Behavioural (emotional and sensory regulation)

Possible Areas of Impact

With ASD being a spectrum diagnosis, each person on the spectrum experiences it in different ways and the support they need varies.

As each individual's needs vary, some areas impacted by the diagnosis includes:

Social Participation/Involvement

You may be able to support students using some of these suggested strategies:

• Integrating visual supports for reminders around classroom rules, including the number of questions per class, office hours for additional questions, as well as when questions can be asked.
• If the student is providing information that is off topic during class discussions, a gentle reminder to focus on the discussion topic will redirect the student.
• Define expectations for class participation to enable equal opportunity for engagement with each student present. Should there be excessive engagement, remind students that the classroom is a space for equal opportunity and email correspondence following class is encouraged.
• Multiple methods of engagement in classroom material is helpful in supporting the delivery of academic material from a UDL lens, as well as providing flexibility for students on the spectrum.

Communication Barriers

You may be able to support students using some of these suggested strategies:

• Simplify complex language/phrases. For example, instead of saying "two peas in a pod", say similar or alike. Instead of saying "tongue and groove" say immovable joint meant to secure a connection between two pieces of wood.
• As per UDL, defining assignment expectations and associated learning outcomes in multiple formats can be helpful for student with ASD, as well as other students in the course. Providing a detailed rubric, a written outline, verbal instructions, and/or a visual representation of expectation are all ways you can apply this strategy.
• Individuals with ASD may communicate slightly differently than their neurotypical peers. This may include use of language and/or tone that may be direct and/or contextually unfit.

Strong Focus/Interests

You may be able to support students using some of these suggested strategies:

• Composing/posting an agenda for the class so expectations are known is helpful for students to manage/guide their focus.
• Providing examples around how a theory may be applied in daily life/real-world may also be helpful as it provides rational for students as they continue pursuing their desire to learn.

Thriving on Routines

Students may benefit from the following strategies, helping to build on their areas of strength:

• Composing/posting an agenda for the class so expectations around content and tasks are known. Brief summary around topics covered over the class helpful for all.
• Providing preparatory material/readings/videos before classes and experiential learning opportunities is helpful as students work to solidify an understanding of expectations before engaging with the class.

Transitions

You may be able to support students using some of these suggested strategies:

• Integrate FAQ into MyCanvas (ie: Faculty contact info, missed class, comprehension support…)
• Include all dates in the MyCanvas calendar
• Provide information in advance of changes in routine, if/when possible. (ie: changes in tests dates, room locations, and assignment/ project completion details)

Other Ways You Can Support Students with ASD in the Classroom

Incorporating the Universal Design for Learning (UDL) in course delivery and engagement. From delivery of materials through oral presentation, videos and reading, as well as assignments that are written, test-based and project-based are all helpful. Outlining the Learning Outcomes important to meet for successful completion of the course enables students to set goals for themselves to ensure those skills are not only built, but demonstrated to you as faculty.

All individuals learn differently. Being mindful of different learning styles and building flexibility into your courses is helpful to support the success of all students. Providing multiple ways in which knowledge can be demonstrated by students supports equal opportunity and allows each student to engage with material in a way they are most comfortable.

Discussing this Guide with a Student

You may wish to discuss information in this guide with a student in more detail in a private, confidential manner. The students’ Accessibility Counsellor is available to assist with strategies and accommodations to support the student in your course.