Information on Autism Spectrum Disorder for Instructors

Provide Explicit and Consistent Structure

For people with Autism Spectrum Disorder (ASD), routines can be very important (Paxton & Estay, 2007). Some students may become overwhelmed when established routines are not followed. As such, they benefit from explicit support to get accustomed to classroom/laboratory/applied learning routines. When these established routines change, advanced warning is beneficial to help increase the likelihood of a smooth transition. This warning can help to reduce the environmental interpretation required by the student to immediately adapt to the change.

Consider trying some of the following instructional practices:

• Follow the same general routine in each class
• Provide a detailed course outline which defines the weekly tasks, provides a list of all required readings and includes a schedule for assignment and test due dates
• Provide PowerPoint slides or other presentation materials that will be shown in class at least 24 hours in advance of each class
• Regularly remind students of upcoming due dates and where to locate relevant information on D2L
• Use direct language - avoiding idioms, figurative language or sarcasm
• Make yourself available to provide support, not only in the classroom but also during your office hours
• Normalize the act of seeking help by providing examples of previous students who have done so and subsequently succeeded
• On the first day of classes and on your course outline, please let students know they can seek registration with the Centre for Accessible Learning (CAL) to receive disability-specific support

Providing Detailed Descriptions of your Expectations

Providing a detailed course outline and reviewing it with students at the beginning of the semester is important, as is an explicit review of your expectations and assignment requirements. Your explanations will help to improve students’ comfort level and understanding of expectations throughout the semester.

Weekly reminders of what content will be covered and when assignments/assessments will be taking place is invaluable. This information will support students in completing work on time and to the best of their ability.

Schedule in-class activities for your course well in advance and consider providing details about the types of activities you expect students to participate in, such as: (i) small group or partner role-play; (ii) class discussions; (iii) presentations; (iv) group projects. These types of activities can be stressful for students with ASD; time to prepare can reduce stress.

The Centre for Accessible Learning can also provide referral to Learning Strategy support, which can support the student with: (i) time and task management, (ii) organization, (iii) reading strategy, (iv) studying and test taking skills, and (v) assignment planning.