Autism Spectrum Disorder

• Provide explicit instruction and directions, especially for working in groups or when there is a new task.
• Create a detailed schedule with expectations for activities and transitions times.
• Create predictable classroom routines, avoid straying from routine as much as possible.
• Provide notes or access to a computer, laptop, or recording device for note taking.
• Provide a quiet space for test taking; this may include the use of noise canceling headphones.
• Use non-fluorescent lighting (fluorescent lights can create a humming sound which can cause over-stimulation).
• Announce transitions or any changes to routines and provide clear, explicit expectations for the new transition or routine.

Designing learning for students with autism: This document provides information about how learners with autism may interpret their surroundings and some tips such as avoiding figurative language, over-generalizations, and over-stimulation.

Common accommodations:

• Learning aids: Devices used to enhance learning and retention (e.g., timers, graphic organizers, calculators, text magnification, highlighters)
• Sensory aids: Devices used to stimulate different senses (e.g., tactile sensory bag, spinners)
• Speech generating devices: Devices used to help with speech, writing, or verbal communication

These resources provide more detailed information related to the accommodations tools commonly used to support learners who have autism:

• Assistive Technology for Students with Autism Spectrum Disorders (Refers to children, but the tools can be used for children or adults)
• Assistive Technology for Autism (high and low technology)
• Autism Spectrum Disorders (ASD): Common Assistive Technologies