Accepting Students with Autism

In the past, Autism Awareness has been misused to identify and segregate Autistic people, whereas Autism Acceptance acknowledges autism as part of the human condition and shifts the discussion from changing Autistic people to removing the barriers that divide people based on their differences. Continuing reading to learn how you can build acceptance in your courses and practice.

Autistic people are just as singular as people without autism. While there are characteristics that many Autistic people have in common, each person experiences autism differently. 

Efforts to categorize autism have led to harmful labels such as “severe” or “low functioning” and the spectrum those labels represent. Autism is not polar like a linear spectrum. An autistic person labeled as “high functioning” could still require significant supports in some aspects of life. 

Accepting autism means accepting the sheer variety of Autistic people. Accepting autism means that a person can be Autistic without a formal diagnosis. Accepting autism means creating spaces where all Autistic people feel accepted. 

Universal Design for Learning (UDL) is a framework that utilizes the UDL Guidelines to create optimal learning experiences for all students. Below are a few examples of how the UDL Guidelines can be used to support your Autistic students.    

Guideline 5: Design options for Expression & Communication 

• 5.1 Use multiple media for communication. 
  • Autistic people may experience challenges with “traditional” forms of communication, both face-to-face and digitally. Allow space for students to communicate in ways that are comfortable for them; this removes potential barriers and stress.
    • Pro Tip: Regular check-ins with students is a proven technique for building and sustaining engagement; try allowing students to respond with emojis, GIFs, or memes (reminder: have students include text alternatives) 

Guideline 3: Design options for Building Knowledge 

• 3.2 Highlight and explore patterns, critical features, big ideas, and relationships 
  • Some Autistic people excel at recognizing patterns, whether tangible such as a visual pattern or intangible as recognizing a pattern in someone’s behavior. Scaffolding content so students can discover patterns helps all learners connect ideas. 
  • Autistic people may experience context blindness which is the inability to perceive, process, and act on contextual details. When presenting a concept in a new/unfamiliar context, highlighting key ideas and previously learned skills helps Autistic students make connections across the continuum of learning. 

Guideline 7: Design options for Welcoming Interests & Identities 

• 7.4 Address biases, threats, and distractions 
  • Speaking spontaneously in class can be a negative experience for a lot of Autistic people, but you can address this potential threat by verbally queuing students; e.g.,  Giving Lisa time to form a response by saying, “Let’s hear from Val then Lisa.”  
  • Sensory overload is common among Autistic people, but you can address this threat by allowing flexibility and autonomy during potentially overstimulating times; e.g., allowing breakout pairs or groups find quieter places to hold their discussions.
    • Pro Tip: Try a silent discussion (also known as chalk-talk or big paper discussion). This will limit the potential for overstimulation while varying the level of novelty in the class.

Check out these resource made by Autistic people for Autistic people:

• Autism Self Advocacy Network
• NeuroClastic
• Reframing Autism