Try experimenting to see what works best with the child. Here are some things that have worked for us:

1. Break things down into manageable sequences. Avoid long strings of verbal instructions. People with autism have problems with remembering the sequence. If they can read, write the instructions down on a piece of paper. If they can’t read, showing a sequence of pictures of the steps is helpful.

2. Many autistic children get fixated with one subject cars or maps/directions. The best way to deal with this is to use them to motivate learning. If the child likes cars, then use cars to teach reading and math. Read a book about cars or do math problems calculating how long a trip would take to drive from one place to the other. Or plan a trip to the grocery store or the mall by mapping out the route you would take on a map.

3. Be repetitive.

4. Make learning fun by giving lots of praise when the child is doing well.

Good luck!

Special education and effective outcome-based general education is based on an INDIVIDUALIZED approach. The value of labels such as “autism” is to qualify for services and for periodic and temporary groupings of students with common needs.

Furthermore, autism is a spectrum disorder. It may actually be an entire class of many disabilities. Some autistic students are non-verbal; others are brilliant communicators. Some can not speak, while they may be able to write prolifically; others may not be able to formulate sentences. Some may benefit from the use of wipe boards, others from the use of picture systems, keyboards, or voice output devices. A combination of communication methodologies may work for a particular individual that is unique from any other person.

These “ways” are just in the communication realm. Similarly, social, academic, vocational, and self-help skills are very individualized skills that are developed most effectively with individualized methodologies. This is true for general education students, as well as special education students; it is true for those with autism and those without autism.

There is no magic bullet in education except caring, understanding, and helping each students. It is, however, helpful to draw upon experiences that have been successful helping other students with similar needs.

If the person has HFA then they might need more social skills building but be gifted educationally.

The best advice is to have lots of patience, speak slowly and clearly and if the child does not answer or respond then say it again in a different way until he does.

Also do things that he likes and that will help facilitate communication.

Build up to new things a little at a time (drive in the parking lot of a restraurant, then go in the next time, the next time order a drink he likes, the next time order his favorite dish) until you build up to him mastering the behavior. This is how my parents trained by brother to eat in restaurants and go to movies.

This is Quality Indicators for Autism Programs that was developed by the state of New York and is used nationally.

http://www.vesid.nysed.gov/specialed/autism/apqi.htm

And here is the National report from The Committee on Educational Interventions for Children with Autism

www.nap.edu/catalog/10017.html

and a comprehensive research and other resources

http://www.nichcy.org/resources/autism.asp

different. you must first learn to try to read him or her the best way you can, then get some help from your local schools.

I am a paraprfessional in an elementary school.

we need to try to reach them in any way they can relate.

sign language, pecs, talk machines, etc.

they are so special and sometimes very hard to reach.

but keep on trying. He or she needs your help and every little mild stone will melt your heart!

good luck and God bless you for trying.