Lessons should be set up with areas for the student to communicate built into the lesson plan. There should be an AAC system available to assist in communication, with lesson-related functions programed in beforehand. This includes items related to the student's skills, interests, communication methods, and what they need to get out of the learning experience. Children with ASD tend to use multiple modes of communication, and any individual child might only use a few of the modes that other students use. Vocabulary used should include the full range of speech, such as nouns, verbs and adjectives, and should have phrases that promote communication with a partner.

Prepare the Learning Experience and AAC system for children with ASD

Studnets with ASD that have limited speech can use an augmentative and alteernative communication system, or an AAC, to use signs, gestures, pictures, and speech-generating devices to communicate in an educational environment. Learning pads, ipads, and phones are all options of AAC systems.

Augmentative and Alternate Communication

Students need to have the opportunity to communicate through questions, comments, and picking choices. This allows the student with ASD to beocme an active participant in the activity and to improve their communication. Opportunities can come in the form of asking for the student to pick a choice between two or more activities, asking for a comment on the material, asking questions, or commenting on the material yourself. Peers can also engage the student with ASD by asking them questions, providing choices, or commenting themself.

Offer opportunities for communication

After offering the opportunity for communication, the teacher needs to wait for the response from the student with ASD. Generating a responce using an AAC takes more time than it would to give a verbal responce by a child with typical development. If the child is experienced with their device, wait at minimum 5 seconds for a response. If the child is not sppearing to create their responce after 5 seconds, regain the student's attention by offering another opportunity to communicate. If a student is new to their device or has inhibited motor abilities, longer than 5 seconds will be necessary. Peers should also be advised to wait for a responce from the student with ASD.

Wait for Communication

Responding increases the students' motivation to communicate during class and with the teacher, leading to better educational outcomes. Responding can be done by verbalizing the behavior of the student with ASD, expanding on communication that they started, seeking clarification, and extending communication. 

Respond to Communication

People with ASD tend to need different learning strategies to stay engaged, understand concepts and material, and have the oportunity to speak and share thoughts.

Strategies - 

POWR

Grinnell College

The inclusion movement is focused on integrating students with disabilities (including ASD) into mainstream schools and help foster peer group support. The basis behind this movement is the belief that all children are equal, and as such, should be given equal opportunities. Additionally, the movement calls for recognizing that these children are unique and should be able to interact with and learn from others who are different from themselves. Methods for inclusion include the "circle of friends approach," the preferred interest approach, the buddy system approach, and the lunch clubs approach.

Inclusion of students with autism spectrum disorder into schools

As a means for inclusion and integration, using the preferred interests of students with ASD can be an effective method. Individuals with ASD tend to have specific and strong interests, so utilizing these can help with socialization.

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