Children with autism display behavioral deficits and excesses. Behavioral deficits refer to the inability to socialize, the lack of functional language, the inability to process information at sense levels and deficits at the cognitive level. Behavioral excesses include self-stimulation, resistance to change and challenging and self-injurious behaviors. Common characteristics are repetition of words or phrases, avoidance of eye contact, obsession with particular objects, preference to be alone and unresponsiveness to normal teaching methods. To work with these children efficiently, teachers need different teaching approaches and strategies .
Teachers need to establish routines and make sure children understand and can follows these routines. Standard classroom routines for entering the classroom and getting seated should not be modified. Daily schedules with pictures of to-do activities should be posted in clear sight to help students remember the exact order of the activities.
Using visuals, such as pictures, photos and drawings can have a great impact on this group because pictures help with focus. Each activity should have a visual component. Short verbal explanations using concrete vocabulary are best. Teachers should use action commands, such as "go", "do", or "stay," to explain activities.
Students with autism must learn as early in life as possible to be independent. From tying shoes to interacting with peers when help is needed, independent activities will provide a sense of security and accomplishment. Learning to choose is another aspect of independence; by offering two or more choices, teachers lead children to make decisions.
Teachers need to increase student self-management skills. To transition from one activity to another, to stay in bounds at recess and to work quietly during individual work time, students with autism should be able to observe and imitate their peers, to understand the visual supports for expected behavior, and to receive positive reinforcement for appropriate behaviors.
Computers have proven to be useful learning tools for children with autism. To enhance their experience with technology, children who find it difficult to use typical computer devices need touch screens to facilitate the interaction with the computer and trackballs and switches to replace the typical mouse and keyboard. They also need good software to improve their learning skills.