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12 Tips for Teaching Children with Autism
Autism is a neurological disorder characterized by severe deficits in communication, language, and social skills. The prevalence of autism has risen significantly worldwide and in the Philippines over the past few decades. Tips for teaching children with autism include using simple and concrete language, teaching specific social rules, giving fewer choices, providing clear structure and routines, warning of any changes, addressing children individually, avoiding overstimulation, allowing avoidance of difficult activities, and allowing some obsessive behaviors as rewards.
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Introduction to autism, its prevalence, and effective teaching strategies including clear communication, structured routines, and individualized attention.
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12 Tips for Teaching Children with Autism
- 1. for Teaching Children with NnekaC. Fabe Bachelor in Elementary Education Major in Special Education Xavier University – Ateneo de Cagayan
- 2. Brief Introduction toAutism Prevalence Tips for teaching children with autism
- 3.
- 4. is a neurologicaldisorder (a "brain" disease) characterized by the presence of severe communication, language and social deficits in affected persons.
- 6. According toErlinda Borromeo, Autism Speaks Foundation president, one (1) in 68 children worldwide has autism. The figure is way above the .5 cases in every 1,000 children in the 1980s and one in 110 children in 2008. In the Philippines, estimated cases of autism rose from 500,000 in 2008 to one million people at present.
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- 9. Always keep yourlanguage simple and concrete- Get your point across in as few words as possible.
- 10. Teach specific socialrules/skills- such as turn-taking and social distance.
- 11. Give fewer choices-If a child is asked to pick a color, say red, only give him two to three choices to pick from. The more choices, the more confused an autistic child will become.
- 12. Give very clearchoices and try not to leave choices open ended - You’re bound to get a better result by asking “Do you want to read or draw?” than by asking “What do you want to do now?”
- 13. Repeat instructions andchecking understanding – Using short sentences to ensure clarity of instructions.
- 14. Providing a veryclear structure and a set daily routine including time for play.
- 15. Providing warning ofany impending change of routine, or switch of activity – this will avoid the child to tantrums
- 16. Addressing the pupilindividually at all times - For example, the pupil may not realize that an instruction given to the whole class also includes him/her. Calling the pupil’s name and saying “I need you to listen to this as this is something for you to do” can sometimes work; other times the pupil will need to be addressed individually.
- 17. Avoid overstimulation - Minimizing/removalof distracters, or providing access to an individual work area or booth, when a task involving concentration is set. Colorful wall displays can be distracting for some pupils, others may find noise very difficult to cope with.
- 18. Allowing the pupilto avoid certain activities (such as sports and games) which s/he may not understand or like; and supporting the pupil in open-ended and group tasks.
- 19. Allowing some accessto obsessive behavior as a reward for positive efforts.
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- 21. RESOURCES http://www.philstar.com/headlines/2014/04/10/1310840/number- people-autism-increasing http://teaching.monster.com/benefits/articles/8761-22-tips- for-teaching-students-with-autism-spectrum-disorders https://www.mentalhelp.net/articles/introduction-to- autism/