Many school districts prefer to have autistic children in autism-only classes. This may be a good option for the preschooler just becoming used to going to school, however it can also be a problem later on as children are less likely to learn social skills through spontaneous interaction with their peers and may, instead, learn by rote without knowing how to put the skills to use in a social context. Autism-only preschools are usually private schools, however some school districts may pay for a child to attend one if the school district can confirm that your child needs it.
Montessori preschools are generally well-equipped for autistic students with sensory-stimulating toys and games. These learning facilities are well-structured, while also permitting a degree of freedom to explore the environment of the classroom. Montessori classes are usually integrated, and it is not uncommon to see both "typically developing" children as well as those with more severe disabilities in the same classroom.
TEACHH stands for Treatment and Education of Autistic and related Communications handicapped Children. Based out of North Carolina and founded in the 1970s by Eric Schopler, Ph.D., the facility developed the concept of the "Culture of Autism" as a way of thinking about the characteristic patterns of thinking and behavior seen in people with autism. This method is based on understanding the autistic person's world view and ability, then using that perspective to develop an individualized education plan. It uses "visual supports," such as picture schedules, to help make the world more understandable to the person with autism. While this method is commonly used in segregated classrooms, it can just as easily be used in integrated ones, as well. TEACHH focuses more on visual learning and less on verbalization.
Many experts rely on Applied Behavioral Analysis as a therapy in conjunction with classes, but some schools are now popping up based on these methods or are combining them with methods like Montessori for a full learning experience. Some instructors also are using ABA with children who are deaf, focusing on verbalization and speech/language acquisition. This method rewards children for verbalizing, for example, if a child wants a toy, the therapist will attempt to get the child to ask for the toy, starting with a "tuh" sound and working their way up to the word. Teachers ignore motions and gesture requests in favor of speech.
CLM is based on the principles and procedures found in Applied Behavior Analysis including the Analysis of Verbal Behavior, Direct Instruction and Precision Teaching. Instructors use these methods to build a curriculum that includes scope and sequence, effective teaching strategies and engineered learning environments. Staffs are trained to become "effective educators" and use performance assessments to track the progress of the learners. The primary focus of CLM is on developing seven repertoires needed to perform well in and educational setting and in daily life. These repertoires or skills are observer, listener, talker, reader, writer, problem solver and participator.