How To It is possible to teach adults with special needs.
The term "autism spectrum disorder" is often used to describe a lifelong disability.Learning strategies that will work for everyone can be hard to identify because of the different ways that the disability affects.There are ways to ensure better communication, promote a positive learning environment, and avoid common problems.Try some of the helpful strategies if you are a teacher or someone who works with people with special needs.
Step 1: Help the student understand what you're saying with visual clues.
If you can, pair any instructions you give to the adult with their corresponding images.This could be done with a projector screen, pictures next to written instructions, or simple drawings on a whiteboard.Charts, graphs, and other visual aids can be used as well.You can encourage your adult students to make their own visual aids.A picture of a pencil on a notebook can be used to remember to bring one to class.A picture of a shower head, a toothbrush, clothing, and breakfast can be used as an example of what an adult on the spectrum should do in the morning.
Step 2: Specific written instructions should be provided.
Don't tell the adult what to do.Instructions can be written using short sentences and simple terms.Distribute the instructions in the form of a typed handout, write them on the board, or send them to students via email.Break the instructions down into smaller steps to make them easier to understand.For example, if you assign your students a research paper, break each step of the paper into a single task that the students will need to complete in order, such as 1) Choose a topic from the list on page 24 of your textbook, 2) Make a list of keywords to use for researchThe amount of time each task will take in parentheses is included in the written instructions.The person may be able to manage their time better.
Step 3: Speak clearly and avoid using jargon.
It is best to avoid puns, analogies, and even jokes that are confusing for an adult student.Simple terms and explanations are what you should use.There will be no misunderstandings if you say exactly what you mean.For example, instead of saying, "WOW, you jumped the gun on that assignment!", say "I'm impressed that you started working on your paper so early!"
Step 4: Allow people to process the information you have just given them.
When you are giving instructions or teaching a lesson, don't talk without stopping.Allow 1-2 minutes for the information to sink in after important points.It will be easier for an adult with an intellectual disability to absorb what you are saying.Pausing will allow students to ask questions if they don't understand something.
Step 5: It's a good idea to remove any visualcluttering that might distract.
If you teach in a classroom with a lot of visual distracters, it may be helpful to get rid of them.Keeping visual aids simple and removing brightly-colored posters may help your students focus.You can encourage the adult with the condition to keep their workspace neat and tidy by encouraging them to study in a space that is free from distraction.
Step 6: Try to avoid noises and distraction.
If your classroom is located in a noisy part of the school, you need to close the door before you start teaching.It is possible to reduce outside noise by drawing the blinds and closing the windows.Shut off the TV, computer, and radio if you're trying to help an adult on the spectrum learn in a different setting.
Step 7: Instead of requiring both, invite the adult to look or listen.
Some people on the spectrum can't process visual and aural input at the same time.It is possible that it is easier for them to listen to you speak while looking down, or to cover their ears while reading instructions.Encourage these practices in your class to avoid singling out the student.Some people with special needs look when they are listening intently, so keep in mind that a student who stares into space or out the window may not be inattentive.
Step 8: If the student becomes anxious or restless, they should be allowed to take breaks.
Being in one place for a long period of time can cause a person on the spectrum to become anxious.Let the person know that it's okay for them to quietly excuse themselves and take a few minutes to calm down.You might consider doing something like this if your teacher gives you a safe space where you can go if you become overwhelmed or anxious.If your students need to calm down, you can designate a corner of the room as a calming space, set up a few pillows on the floor, and let them know that they can go there.
Step 9: If the person needs to ask questions, write them down.
If an adult with an intellectual disability asks a lot of questions, it may be helpful to ask them to write the questions down.This can help to interrupt an ongoing cycle of asking and answering questions, which may be disruptive in some situations, such as while you're teaching a lesson or trying to do other things.They will have more time to review your response and think about it if you write it in writing.It is possible that this will make it easier for them to understand the answer.
Step 10: Allow the adult to type instead of writing in class.
Some people on the spectrum have handwriting that is difficult to read, so typing may be easier for them.Encourage your students to bring a laptop to class if they have one, or request one for their use, if you are a teacher.Another option is to have a note-taker in the classroom.If you choose a student who takes good notes and has good attendance, you can give them a copy of their notes after the class.If the adult is an auditory learner, they may prefer to record lectures and listen to them again later.
Step 11: Tell the adult when there will be a change.
It is important to give as much advance notice as possible because unexpected changes can be upsetting.Mention the change a few days in advance, then remind them of it the next day.Marking appointments and other important information on a calendar is one way to provide written reminders.If your class will be meeting in a different classroom on a specific day, mention it in class a few days before, send out an email reminding students, and put a sign up on the classroom door the day of the change.Inform the doctor about the appointment a few days in advance and write the details on a sticky note.They will see the note on a mirror every day leading up to the appointment.
Step 12: You shouldn't make assumptions about an adult's abilities.
Don't expect that one adult student's needs will be the same as another students' needs.If you are a teacher, find out what your students need to thrive in your classroom and treat them as individuals.Try meeting with each of your students one-on-one early in the semester to find out how you can help them, or ask them to complete a questionnaire to figure out what their specific needs might be.Many people on the spectrum have "spiky profiles."They might be highly skilled in one area and struggling with others.Don't make assumptions about overall competence based on a few skills.
Step 13: Pay attention to the student's preference.
Some people on the spectrum dislike being touched.You should be aware of this if you are working with an adult with a learning disability or teaching one in a classroom.Touching the person on the shoulder could be upsetting or uncomfortable for them.
Step 14: To promote acceptance, educate other students about the disorder.
A barrier to learning may be prejudice from their classmates.Look for ways to accommodate the needs of the student.If the student asks a lot of questions, you might say something like, "I appreciate your questions."Asking questions helps me understand things.