Reaching out to the Autistic

Child in a Language Classroom

By,
Asha Jacob
 Undivided Attention

Have you ever been told to work with

undivided attention? It was (and still is)
hard. Isn’t it?
Well Autistic children do just
that. Only, they are immersed
completely in things they like,
cutting off the rest of the
world…
 And so they are good
problem solvers…

,,,While you with all your social

skills remain fidgeting
 So they might be happy in their own
unsocial world right? So why do we
have to know them?
 What is Autism?

Autism or Autism Spectrum

Disorder(ASD) refers to a
broad range of conditions
characterized by challenges
with social skills, repetitive
behaviors, speech and non-
verbal communication.
There is not one but several subtypes,
influenced by a combination of genetic and
environmental factors.
Need to Know Autistic Children in a Regular
Classroom
• Statistics show an increase in numbers of autistic
children world wide.

• This is an age that has ushered in inclusivity and it

is only more likely that the number of differently
abled students will increase in a regular classroom

• and teachers lack confidence in dealing with them

while in fact they are supposed to act as the bridge
between the regular and special students.
• Teachers therefore need to have a better
understanding of these students.

• Each kind of difference must be studied in detail.

• Though severe cases may not have to be occupied

in a regular classroom, mild cases should have a
growing experience in your class and not a
regressive one because of your lack of
understanding.

• Remember, inclusion is meeting the needs of all

children and so each class must be tailored to meet
• Thus, the teacher has to know the nature and
problems of their students.

• But remember, knowing means recognizing

their positives for ever an ignorant teacher is quick
to identify the negatives of their students.

• even children with autism are all not the same

and need differentiated learning strategies.
 Characteristics of Autistic children
 most children with ASD have difficulty with social
interaction

 they may have an unusual interest in objects, that is, they

may know every minute aspect of the toy they play with

 most of them have a difficulty with changes in routine- i.e.,

they cannot do away with their regular caregivers, food,
clothes and other parts of their environment.

 they may have great ability in one area and great difficulty
in another
 they may have unusually strong reaction to one or
more of their five senses.

 they have the tendency to do the same things over and

over again or talk constantly about specific things that
interest them.

 it is generally observed that they have unusually intense

or prolonged emotional reactions.
 while every child with ASD is unique, common
characteristics include effects on five senses, social
interactions and emotional expression.

 children with ASD may do the same things over and

over again such as repeatedly flap their hands, jump, or
walk on tiptoes.

The child maybe doing this to clam themselves during a

stressful situation or to help entertain or occupy
themselves.
 Here are five things you can do immediately to
teach children with autism better

•Connect with the mother. 

A mother is your biggest ally. Have a heart-to-heart chat
with the child’s mother. Share your difficulties. Let her know
that you want to help. Ask for reports, assessments that the
child may have undergone. Study these. These will be huge
eye openers in enhancing your understanding of the child’s
condition.
•Make a list of the child’s strengths. 
EVERY child has strengths. You just have to observe them
closely. The child may be extremely loving and caring, or have
some skill that your other students don’t. List these out.

•Understand how he learns

This child will not learn like your other students. Many
students with autism learn visually. Hence, what will help is a
visual schedule. Or break things up to help him understand
and stay calm. By the way, there are many ways in which a
child can learn.
•Ask for additional help. 
You have at least 20 other children looking for your guidance. Yes, it’s
not possible to pay attention to one child, while the others are in limbo.
A shadow teacher or an Aide is extremely useful in this case. She can sit
with the students and guides this child when he gets inattentive, so that
your class can move smoothly.
.
 Communication Pattern in Autistic Children
• Most autistic children have difficulty focussing on a
person

• they have difficulty sharing emotional states with

another person.
• they have difficulty understanding symbols and
seldom use conventional gestures, and struggle to
understand conventional meaning of words

•They can pay attention only through joint attention,

where the instructor points to an object that requires
attention along with the learner.
• joint attention occurs when two people share an interest
in the same object.

• joint attention usually develops at 9 months in a child. It

provides critical foundation for social, cognitive and
language development.

• this task is hard for autistic children and therefore

learning communication skills must begin with developing
joint attention.

• when the child initiates joint attention, the child can be

said to be socially motivated. An autistic child does not
initiate joint attention.
• Autistic students have limited ability to develop symbolic or
pretend play. They show significant deficits in symbolic or
make-believe play. They cannot pretend actions with objects.
However they are good a solving puzzles.

•A child with autism needs extra time to process language.

• an autistic child may quote statements that he does not
understand and may be unable to express in words what he
really feels and understands.
 Strategies for Teaching Autistic Children
Vocabulary Comprehension
• Use pictograms: as autistic children need
concrete experiences for comprehension using
concrete images will be useful

• Repetition: do not hesitate to repeat

regularly be it an instruction or a word/word
meaning. Do not rephrase while repeating as
the child cannot comprehend the change and
this leads to irritation, stress and confusion
• Wait until the student is ready and paying attention

• Maintain a structured learning atmosphere

• use objects as and when possible

• use positive reinforcement every time and give no

punishments at all

• Positive reinforcements should be given immediately. It

could be a pat, a toy, a flower and so on.
• Make sure the object is kept aside or hidden away from
sight before the next activity. This is to avoid distraction.
•Your instructions and speech should be loud and should have
tonal variation.

• when the answer given is wrong say “no”

• After saying “no”, repeat the question again (do not

rephrase) and give the answer after you ask.
Eg.: Teacher: Where does your mother work?
Teacher: say bank bank
• this is called prompting. Once the child repeats, give the
positive reinforcement immediately.

• use timers and strict timetable (the timetable is for you,

because autistic students desire sticking to routine and get
stressed when otherwise)
• Take notes about when the students reacts or shows stress.
This helps to provide a pro learning environment in the future.

• Do not make fun of their repetitive body language

• Pair with a sensitive student who can act more like a teacher.

• initially in order to incorporate them into group learning,

specialized and repeated instruction need to be given. Once it
becomes routine and the child gets used to his peer instructors,
daily group learning becomes easier.
• For instance, the teacher may use cues like name of the child
on the chair or place where the child has to sit in the group.
 Conclusion
• It is important to help autistic children socialize better. They
too like to feel loved.

• just educate the other students on how to socialize with

autistic children.

• remove irritants or distracting things from the vicinity of the

autistic child. We need to respect their emotions.

• Remember, if autistic students are distracting your class, it is

their way of calling for help. Do reach out to them.