Teaching Students with Autism Spectrum Disorders

Chapter Three Teaching Students with Autism Spectrum Disorders
For more information , see Resource
for the Transition of Students with
Exceptionalities from School to Work
or Post Secondary Education and
Adult Life (2001). Department of
Education, Government of New
Brunswick
• communicate personal information such as their name, birthdate,
address, and telephone number
• recognize important signs and instructions in writing, such as
labels and street signs
• use measurement for weight, volume, distance, and size
• count, use calendars, tell time
Teaching vocational skills
Students with ASD may require instruction in basic skills needed
for the world of work. These skills are broad and overlap with all other
areas of development.
Students with ASD entering the workforce need to have skills such
as:
• being punctual and reliable in attendance at the work site
• following a job routine, and completing duties as assigned
• understanding task completion
• following safety procedures
• responding appropriately to persons in authority
• completing a cleanup routine
• dressing in appropriate work attire and using appropriate grooming
• using job site leisure time appropriately (lunch, breaks)
Teaching leisure skills
Education for students with ASD often includes a recreational
component, in recognition of the fact that they need help in developing
positive uses for spare time. For some individuals whose disabilities
preclude future employment, leisure activities make up an even more
significant part of their daily routines as adults.
Participation in leisure activities can vary from full participation
to partial participation, depending on the needs of the individual. Finding
ways to plan for meaningful partial participation is a challenge facing
families and schools.
Leisure activities include:
• team sports (e.g., soccer, Special Olympics)
• individual sports (e.g., bowling)
• arts activities (e.g., music)
50 Teaching Students with Autism Spectrum Disorders