Students in My Class.pdf - Central Okanagan School District No. 23

• Avoid verbal overload (use pictures paired with short
concise directions)
• Provide clear behavioural expectations
• Prepare the student for all environmental and/or
changes in the routine
• Provide a predictable and safe environment
• Provide "time away - quiet spot" to regroup and find
solace
• Teach calm down routine
• Facilitate social interactions with peers
• During lectures allow motor breaks (standing at back of
class, 5 minute walk around)
• Identify motivators and implement a contingency
system
• Pre-mack the schedule: First....Then (less preferred
activity followed by preferred activity)
• Minimize classroom noise
• Capitalize on strengths and interests to engage
students in the learning tasks
• Reduce amount of written output
• Use computer to assist with written output (ie: Assistive
technology: Kurzweil 3000 and Clicker 5)
• Use concrete language
• To increase time on task or prepare for transitions use
a "timer or count down strip"
• Break tasks down into smaller steps
• Present tasks in several ways (ie: visually, verbally,
physically)
• Identify optimal seating
Available Resources:
Autism Community Training: www.actcommunity.net
BCTF Teaching to Diversity:
www.bctf.bc.ca/TeachingtoDiversity