How general education teachers can support students with ASD

One in 36 children in the United States is diagnosed with autism. More are enrolled in general education classrooms in school than ever before.  

The good news: inclusion has universal benefits. It has been known to improve educational outcomes for all students, overall attitudes towards diversity and even school attendance rates.  

The bad news: most general education teachers lack sufficient autism-related instruction. Many teacher-education programs require just one overview class about students with disabilities. On-the-job professional development specific to autism is nearly non-existent and rarely mandatory. 

As a result, even the best teachers can be unsure how to properly support their autistic students. Some even struggle to understand autism. Ethan Hirschberg experienced this in high school. The autistic teen was having a hard time keeping up in a well-respected teacher’s class. Frustrated, the teacher asked, “What are you, autistic?” A heartbroken, embarrassed Ethan responded, “yes.”  

It is worth noting that the teacher apologized and worked with Ethan to learn better about him and autism. But there is too much at risk for all involved to leave it solely up to teachers to learn about autism on the job.  

Here, we provide general education teachers with a crash course in autism to promote awareness and acceptance and to help create an inclusive classroom environment that not only supports autistic students but the entire class.  

But the learning does not stop and start with one teacher in one classrooms. It is imperative that parents, teachers and school administrators share this with physical education teachers, art teachers, music teachers, guidance counselors and throughout their schools. 

Autism 101: Facts about autism spectrum disorder 

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 nonverbal communication. It is diagnosed by a qualified medical professional.
• It is a developmental condition caused by differences in the brain. 
• There is not one type of autism, but many. No two autistic students are alike. 
• There is no one known cause of autism but instead it is thought to develop from a combination of genetic influences and environmental influences.
• There are three diagnostic levels of autism: level 1 (“requiring support”), level 2 (“requiring substantial support”), and level 3 (“requiring very substantial support”).

What is autism NOT?

• Autism is not a learning disability, though it can affect learning.  
• Autism does not automatically equate to high IQ or superior mathematical or computational skills.  
• It is not a behavior/behavioral condition or mental health disorder.
• Autism does not cause behaviors that present as challenging to the teacher or the class. Behaviors are a method of communication. They can be a response to a biological cause, such as pain or discomfort, or due to a social or sensory cause.  
• It is not a disease.

Common characteristics and co-occurring conditions:

• Students with autism may be uncomfortable making eye contact, miss some social cues, feel overwhelmed in social situations and have focused interests. 
• Anxiety is common for autistic students, but not all anxiety is the same. Neuroscientists have found structural differences in autistic people’s amygdala, the brain’s emotion and fear center, that suggest autism-related anxiety is different from general anxiety. While autistic people can present with both forms, management can be vastly different, and different from non-autistic anxiety management. 

Laws protecting students with autism:

• The Individuals with Disabilities Education Act (IDEA) specifies that children with various disabilities, including autism, are entitled to early intervention services and special education. The law requires schools to develop an Individualized Education Program (IEP) which provides for specialized instruction and related services to meet the student’s unique educational needs. A student does not have to be placed in a separate classroom to be eligible for an IEP. IDEA requires that students are educated in the Least Restrictive Environment (LRE), with their non-disabled peers, with supplementary aids and services.
• Section 504 of the Rehabilitation Act of 1973 is the law that protects students with disabilities from discrimination in programs that receive federal funding, including public schools. The law requires that schools provide reasonable accommodations for children with disabilities so that they can fully participate in regular education classes and activities with their non-disabled peers. Accommodations are provided under a 504 plan, which is developed under the general education program.
• Whether a student has an IEP or 504 Plan or not, a student with an autism diagnosis is protected by various anti-discrimination laws, like the American with Disabilities Act (ADA) and privacy laws. Of note, the decision to disclose a diagnosis is the right of the autistic student and their parents only. If a parent or autistic student shares their diagnosis to school administrators and teachers, it is to be treated as confidential. It is never acceptable to share a student’s diagnosis with anyone, especially not a class or student’s peers.  

Autism 102: Understanding your autistic student  

Review the class list for any student with an Individualized Education Plan (IEP) or 504 plan and read the documents thoroughly. Both are legally binding; adherence is required by law.  

• If any accommodations within are unclear or unable to be implemented, notify school administration and parents. Neither parent nor teacher can revise these plans without a procedural review and subsequent documentation of changes.  
• Recognize: accommodations are not privileges. They are rights.  
• Learn more in our Guide to Individualized Education Programs, which is now available in an interactive format that allows for easy navigation to sections including “IEP Basics” and “Changing an IEP”.  

Honor and respect the student's preferred way to identify with autism if they have disclosed their diagnosis to you, whether that be person-first (person with autism) or identity-first (autistic student).

Honor and respect the student's preferred communication method.

• Some autistic students may switch their communication method depending on the setting. For instance, a student who can be verbal one-on-one with you may become selectively verbal or nonverbal in a group. 
• Do not force communication outside of what is comfortable for them at any moment. If an issue arises out of this, refer to their IEP/504 or guidance counselor if without one.

Presume competence. Autistic students in a general education classroom are general education students first, regardless of their supports. 

• If an autistic student has special education support staff, work with them as a team. The student should be “our” student, not “your” or “my” student. 
• Language matters and conveys a powerful message, especially when used in front of an autistic student and their peers.  

Seek out people who know them well, including family members and prior teaching staff, as early in the school year as possible. Completing the “About Me” profile worksheet in our School Community Tool Kit with parents is a good start.  

Anxiety is one of the most common co-occurring conditions with autism. Even without a diagnosis of anxiety, many with autism have anxiety in social situations, particularly with peers. Do not force socialization. If an issue arises out of this, refer to their IEP/504 or guidance counselor if without one.

Discuss preferred seating in the classroom with parents and the autistic student. The student may have a different preferred location depending on which subject they are learning, which classroom they are in, and who their classmates are.   

Carefully consider pairings when group work is required. It is best to ask for input from family and past teachers. 

• Do not assume an autistic student and an outgoing student are a good balance, or that an autistic student and an introverted student complement one another. 
• Make sure the autistic student has an appropriate, equitable, defined task within the group.  

Be aware that free play, recess and other unstructured times are often the most difficult times for autistic students. They often have the desire to interact with others, but do not have the skills to engage appropriately or may be overwhelmed by the process.

• Look to see if autistic students are eating alone at lunch or wandering outside by themselves at recess. Think about how to provide structure to these students during that time to keep them engaged in school. 
• Forming social groups around special interests or assigning tasks for teachers or school are good options. 

Immediately notify school administrators and parents if an issue arises with an autistic student. Do not first attempt to resolve a concerning issue alone. It is best to err on the side of oversharing with school administration and parents when issues arise.  

NOTE: If an autistic student is engaging in behavior that poses a risk to themselves or others at school, seek help immediately. Follow your school’s crisis protocols. Never ignore the signs of a crisis situation. Always take threats of suicide or harm seriously.  

Autism 103: Tips to create an inclusive classroom environment 

Check out Autistic teacher perspective: How to nurture autistic students and build an inclusive classroom

Create a comfortable classroom. Many autistic students have sensory issues that can impact their ability to concentrate. Some simple accommodations can be made which benefit the entire class. 

• Sounds/Excessive Noise: Allow for earplugs if a classroom is particularly noisy. Reconsider the use of whistles or buzzers to signify the start/stop of an activity and instead use visual clues. Develop a signal with the student to let them know when a school bell will alarm. 
• Lighting: Try dimming or turning off florescent or bright lights. 
• Smells: Give enough advance warning if products with strong odors will be used in class. Allow the student to sit near an open window or fan that helps dissipate strong smells. Consider a school policy that limits the use of perfume, cologne and body sprays.

Be predictable. Change can be more difficult for autistic students than for their peers, especially if it is unplanned. Make it a habit to go over the daily schedule at the start of class. Provide advance notice of any changes to the schedule, including if there will be a substitute teacher.   

Be flexible with participation in the classroom. Reconsider grading requirements that award or punish for traditional participation, like raising hand or speaking up in class.

• Consider using individual whiteboards or give out washable markers for everyone to write answers on their desk. This tool works to check-in and ensure students of all learning styles and abilities are engaged in class.  
• If a presentation is a class requirement, consider providing the entire class with multiple options beyond public speaking. Consider multimedia alternatives and tools used by working professionals: PowerPoint, FlipGrid, Zoom, etc. 
• Do not consider or communicate alternative forms of participation as a privilege or reserved only for autistic students.

Facilitate positive social relationships within the classroom by teaching about inclusion. Use our School Community Tool Kit and refer to our tips for teaching peers about inclusion. 

• It is highly recommended to inform all students and their parents ahead of any discussion on inclusion or disabilities. 
• Do not ask autistic students to explain autism to you or the class. Even when parents disclose to the school, some autistic students still prefer not to disclose or discuss their diagnosis.  

Recognize that students with disabilities are more likely to be bullied. Be prepared to help prevent and correct troublesome situations with our 10 bullying facts.

Recognize you may be unaware of every autistic student in your classroom. Some parents do not disclose their child’s autism diagnosis. The decision is theirs. Their child is still protected by IDEA. Asking a student if they are autistic, openly speculating whether a student is autistic and openly assigning behavior challenging to you as autistic can all be considered violations of this law.  

If a student is struggling and you are concerned it is due to autism spectrum disorder but have not been made aware of a diagnosis, it is recommended that you document the struggles. Act on what you see, not what you suspect. Present findings free and clear of judgment to the parents and school administration. 

Learn more in our School Community Tool Kit. Be sure to share sections dedicated to the following school professionals: 

• Bus drivers
• Custodial Staff
• School Nurses 
• Lunch aides
• Office Staff
• Athletic Coaches 
• Other school staff