Ever since I’ve started this website, many of my friends in the teaching profession are asking for Aspergers classroom tips, so here it is: 5 Simple Steps to An Aspergers-Friendly Classroom
To create an Aspergers-Friendly Classroom:
- Collaboratively Agree A Reliable Routine
- Advanced Warning For Changes in Routines
- Adopt A Visual Teaching Style
- Allow Thinking Time
- Have A Pre-Arrange Safe Place
Aspergers-Friendly Classroom Tip #1: Collaboratively Agree A Reliable Routine
Why is a routine needed in an Aspergers-Friendly classroom? To some extent, all of us need some kind of routines to keep things as simple as possible. However, with those on the spectrum, particularly for Aspergers students, a routine is even more important. Like many autistic children, Aspergers students are often overwhelmed by the amount of happenings around them. With cognitive abilities intact, Aspergers students have to work hard to decode what is going on, and that can bring intense anxiety, which could then escalates to a total meltdown.
Why is a RELIABLE routine needed in an Aspergers-Friendly classroom? I have observed many classrooms and teaching environments over the years. It is not uncommon to see a routine being established just to be forgotten in due course. In the minds of Aspergers students, this is as good as not having a routine. For one thing, 72.3% of the 247 students I have interviewed indicated negative emotions in connection with this kind of situations, and up to 87.4% have experienced something similar. Here are some of their expressions:
“I have a big spider [mindmap] in my head to remember what they [teachers] actually mean. Some teachers, when they say there is a routine. They mean that’s what they want for the day, and that day only. But then, a different teacher would say the same thing and expects me to remember that’s how they wanted it to be for the term”.
Niglous Conikuwa (Age 13)
“It’s difficult cos you still don’t know what to expect. So it’s a bit of a guessing game. I just sit quietly and watch what others are doing. If I’m lucky, I’d figure out what I’m supposed to do before getting into trouble”.
Alice Ofusu (Age 12)
Jennifer Barr (Age 7)
“I don’t really know what that word means. Like it’s the same, but then it’s not. My rabbit is not like that”.
Why is a COLLABORATIVELY AGREED reliable routine needed in an Aspergers-Friendly classroom? This simple answer is because we wouldn’t truly understand what work and what doesn’t unless we communicate. There are times when I see teachers would religiously stick to a routine, just to find the routine does not work for the Aspergers student. Admittedly, children aren’t always good at explaining what they want or need, and it is even harder for the Aspergers student. Nonetheless, making it clear that you have a routine and the Aspergers student can make suggestions for refinement can pay off. Not least, communicating personal needs is an important social interaction skills that Aspergers students must learn. So why not start in your classroom?
How to do it?
- Meet the child privately away from the class, preferably together with his parents and support workers.
- Put the child at ease by stating that he is not in trouble. Keep giving him some praises and commendations until you see him relaxed a bit.
- Explain that you need his help to come up with a routine, and he is being asked because that is his talent.
- Explain what a good routine is supposed to do. For example, you could say, “I need to get X, Y and Z done. But I’m worried it’s too much for all the students to remember”.
- Do not push for answer, but just wait a little. If the discussion continues, all well and good. If not, you could say, “I would really appreciate your help. Maybe when you have had some time to think about it, we can talk about this again”?
- When there’s been sufficient time for him to think about it, you could then ask him, “Have you given more thought about it? Do you have any good suggestions for me”?
- If he said yes, good. If he said no, you could say, “I’ve thought of an idea, but I don’t know if it is any good, is it ok if we talk again”? This way, you could get the conversation going again. And whatever routine that you come up with would be discussed and agreed, giving you the best chance to succeed.
Aspergers-Friendly Classroom Tip #2: Advanced Warning For Changes in Routines
Why is ADVANCED WARNING for changes in routines needed in an Aspergers-Friendly classroom? As you are well aware, sometimes it is simply impossible to be that rigid about routines. Flexibility is a part of our everyday life. So, whether one is autistic or not, learning to adapt to change is an essential life skills that we would want to impart. So, when it is necessary to involve a change of routine, it is a great opportunity to introduce this very important life skill in a gentle way. Advanced warning is one of the most effective way to achieve this.
“I like Miss [X]. She always tell us what we will be doing next. When, umm… when Miss says “wrap up time”, it means pretend we are starting again… like hide the toys, put my things in my bag and go to my mat. No one knows we’ve played”!
Lauren Tao (Age 4)
“It’s kinda hard to explain… Like, I watch a video in my head about the day before, like, going to school? And then I pack my things while watching that video again. I don’t like it when they change things and don’t tell us. Like, how am I supposed to know what to do if I haven’t thought about it first? I just can’t think while everything is happening. “
Josephine Wilson (Age 9)
“Ah! It was awful at school. Everything was happening and it was chaotic. It’s much better now I’m at college. I can come in just in time for class and I can go as soon as it is over. The rest of the day, I do my study in the library or just relax at home. Ya… I feel much more in control now”.
Andrew Fraser (Age 17)
“I understand when sometimes you just have to react to things. But hey, most of the time, when they change things, they have actually thought it through and made plans for it. I just don’t get it. If they need time to prepare for something new, why don’t they tell us so we can prepare for it too? It’s not fair really”.
Stephen Taylor (Age 16)
So, as you can see, even though many Aspergers students can often find some ways around managing school and a hectic classroom, it is usually because they have a routine in place to guide them. But when that routine is disturbed, it is like their security is gone. At times, it can feel like a carpet being pulled from under your feet. Panic sets in, fight or flight response follows on.
How to do it?
- As you do your lesson plan, follow a set routine. For example, you may have starters, activity 1, activity 2, plenary.
- It is ok to develop different styles. Just take care to do it one at a time during class until everyone knows the drill.
- For example, as a mathematics teacher, I could have arithmetic challenge as a starter.
- When they are used to it, I’d change it up and introduce something new. It could be story time and figure out how the main character can solve certain problems.
- The first few times with a new routine, I would spell out every step they are to take during the exercise.
- For example, with story time, the drill is:
- 1) I tell a story,
- 2) I pick one or two students to tell the class the same story and the class can add missing details afterwards,
- 3) students to discuss in groups different ways to solve the problem,
- 4) each group put each valid answer on a post-it-note and stick them on the board,
- 5) I comment on all the proposed solutions.
- The key is having a name for each routine, and keep on practicing it so that the students can associate the name of the routine with what they are supposed to do.
- Once that is set up, I can mix things up too. Everybody knows we always start with a starter session before learning something new. So, I could get them to vote for arithmetic challenge or story time. They know what these mean and even the autistic children can join in in the voting. Give it a try.
Aspergers-Friendly Classroom Tip #3: Adopt A Visual Teaching Style
Why is a visual teaching style needed in an Aspergers-Friendly classroom? One of the challenges for Aspergers students is abstract thinking. For example, it is usually ok to see a clock and tell the time. But then to say long much time is left until a certain event, many autistic students would struggle. That is because the concept of time, as we know it, is an abstract thing. But for the autistic child, current time and clock are clearly the same thing and it is possible represent visually. As for “how long”, well.. that’s a little more challenging.
“I know I’m different. Cause other kids see the pictures and quickly move on to reading. But I like to take my time with the pictures, because I see a lot more details in them that words don’t seem to give. Like, words don’t always mean the same thing, but pictures show you exactly. I like the exactness of pictures”
Rosa Edwards (Age 11)
“I like the pictures because … I reminds me what’s next…”
Marisa Ward (Age 5)
How to do it?
- Don’t sweat over it. Prepare your lesson as you would normally
- Add pictures for the major points of your lesson plan outline
- Best to think of it as a lesson plan in poster format. You just can’t put too much information in one go. It won’t fit on the page otherwise.
- Use Google image search to find what you need.
- Most Google images are free for educational use
- Learn how to do screenshots so you can cut & paste the part you need into a PowerPoint slide quickly
- Start each section of your lesson plan with a picture, and then talk around the relevant features from there.
- After that, you can move on to a more traditional form of teaching, and the Aspergers student will make their own connections from what you are saying to that visual aid that you have just provided.
- End the lesson with all the key pictures used in one single slide and highlight main points.
It may seem a completely different way of doing things, but the effort is well worth it. As you know, once the resource is prepared, it’s there for life, right? And you’d be amazed just how much easier it is to teach from pictorial outline than a traditional lesson plan.
Aspergers-Friendly Classroom Tip #4: Allow Thinking Time
Why is thinking time needed in an Aspergers-Friendly classroom? While most of us are born with the natural ability to filter out sensory information that is irrelevant to the task at hand, Aspergers students have to exert effort to ignore them and focus on whatever is going on around them. So, in many ways, their brains are already half-busy pushing out distractions. Add changes to routines and social anxiety to the mix, bang goes the meltdown. So, take it easy for them. They want to participate and be in your good books like everyone else. But they cannot handle questions immediately. Here’s what some of them have to say:
“They don’t seem to understand that I literally have to flick switch in my head to process the information? Like, I hear the sound, and many other sounds too. And then I figured one of those many sounds contain my name, and I need to replay that sound in my head so that I can interpret the meaning. Ha… and yes, by the time I did all that, I’m usually getting told off for not doing what was asked, or the teacher just moves on thinking I’m dumb or something. It’s just not nice. “
Frank Jackson (Age 19)
“I’m quite lucky. Mr [X] in our math class always pre-warns me if he wants me to do something. You know, things like ‘Tony, we’ll be doing xyz in a minute, can you get ready for that‘. That’s really helpful, cause I know what to do then”.
Tony Williamson (Age 19)
How to do it?
- There is only one trick for this one: Remember they need quiet time to think.
- Ask them questions, and challenge your Aspergers students as you would with any students. Just give them time.
- Typically, I’d say, “[student name 1], can you calculate 3+7 x 2 for me? And then… let’s see… [student name 2], can you calculate 2+8 x 3 for me please… “
- By the time I come back to the first student, he would have had some time to hear my instruction, understand it and act on it.
- So that my Aspergers student isn’t singled out, I’d always include a good mix of other students.
- Another tactic is to give instructions to a selected few, and then assign helpers so that can work in a group.
- For example, I’d say, “[student name 1], [student name 2], and… [student name 3], I want you to workout these questions from the workbook for me please. ” Note that I made sure I got their attention by using the name before I even tell them to do anything else.
- Then, I’d say, “[student name 1], Q1, 4 and 6; [student name 2], Q2, 5 and 8; and [student name 3], Q3, 6, and 9”. I would then divide the rest of the class into three groups as helpers to these students.
- Now, while other kids are busy moving their things to form a group around these three students, the named students had extra time to digest what’s going on.
- Whatever you do, remember: your Aspergers students can be as capable as any other student. They just need extra time.
Aspergers-Friendly Classroom Tip #5: Have A Pre-Arrange Safe Place
Why is a SAFE PLACE needed in an Aspergers-Friendly classroom? Oftentimes, Aspergers students feel embarrassed about their behavior, but feel helpless when their emotions take over. Having a safe place means that when early warning signs are noticed, either by the student or the teacher, the meltdown can place in a safe environment away from other children. If caught early, the Aspergers student may even be able to calm down before it escalates to a meltdown.
Why is a PRE-ARRANGED safe place needed in an Aspergers-Friendly classroom? Having a safe place where it is arranged beforehand means that the Aspergers student know exactly where to go when needed. If the Aspergers student was not overwhelmed by the environment there wouldn’t have been the need for the safe place. Given the need, the Aspergers student is already overwhelmed. Last thing we want is another uncertainty surrounding where to go and what to do. Also, if it is pre-arranged, then the Aspergers student could have a part in making this safe place particularly suitable for him and his fellow Aspergers students.
“My teacher gave me a smilie card. It’s got a big happy face on the green side and an unhappy face on the red side. I like it, because I don’t have to think how to say I need to be quiet”.
Vera Fone (Age 5)
“I was very worried about this safe place thing because I don’t know what it is like. But once I’ve been I was very happy to know it is there. I don’t think I would have survived my first year in this big school [secondary]. Now, I’m in my second year, I haven’t used it much. But I know it is there if I need it”.
Adam Webb (Age 12)
“One day, the headteacher got a few of us together and said he wanted to make a quiet for us. I am grateful for the provision. I was always avoiding people in case I have a meltdown. Now, with the help of my support worker, I try to interact more, and I know it’s going to be ok, because I know where I can escape if needed”.
Anna Bradbury (Age 15)
As you can see, there is a great variety of ways you can set up a safe place for your Aspergers students. The key is to keep it simple, quiet and peaceful.
How to do it?
- Agree with the school management what space can be used as safe place for Aspergers students to go
- Ideally, it should be a private space where the Aspergers student can be left alone, but still within direct line of sight from a member of staff.
- If this is not possible, a quiet corner in an office or the library may be suitable too.
- Make sure the safe place is not the same place where naughty students are banished as a punishment.
- Once the safe place is established, introduce the Aspergers students to the environment
- If possible, allow the Aspergers students to decorate a small noticeboard or corner of the room so they can really feel at home and calm down there.
- Provide the Aspergers students with a Time Out Card so that they can indicate their needs during class.