Teaching autistic children just like any other special education students need differentiation in instruction. It is therefore necessary for any regular teacher working with autistic children to understand the key features of a differentiated classroom if they are to successfully work with autistic children in their classroom.
To better understand the features of a differentiated classroom, a regular teacher has to be able to know the comparisons of a traditional classroom versus a differentiated classroom. A traditional classroom as a regular teacher would know, normally would mask differences in students capabilities, assessment would normally be offered once a lesson is over, students interests would be rarely tapped by the teacher, whole class instruction would dominates, inflexibility in time, teacher would solve most of the problems, one standard of grading would be offered and coverage of curriculum would guide instruction.
However in a differentiated classroom, student differences are studied as a basis of planning, assessment is ongoing during the learning process, students are encouraged to make interest based learning choices, multiple assignment are given to students, time is more flexible,students help other students and students are assessed in multiple ways.
When a regular teacher is versed on some of the features of a differentiated classroom, the next step would be to plan lessons with differentiation in mind. A regular teacher should focus on the elements that are necessary to plan for a differentiated classroom such as the teacher should focus on the essential understanding and skills, instead of trying to cover many topics to meet the curriculum guidelines, teachers should focus on student differences, capabilities, interests and needs, teachers should make sure that they assess autistic children while instructing to check for understanding, teachers should modify the content and process of teaching autistic children, students and teachers should collaborate in the learning process.
Once a regular teacher has determined the elements necessary for planning their lesson to cater for autistic children, they would now have to implement strategies that are essential to teach autistic students in a differentiated classroom. Some of the strategies are:
Multiple Intelligences
Studies have shown that each human has their own type of intelligence, namely logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal and naturalist. It is therefore important while working with autistic children to understand what type of intelligence they might fall under in order to use the best strategy to teach them.
Depending on what type of multiple intelligence an autistic student may have, it is important to use the right strategies. Examples of some strategies a teacher can use would be in logical-mathematic intelligence for example, the best teaching strategies are playing games of logic or doing match activities with the autistic children. For the lingustic students reading to them, visiting libraries or having them keep journals may work.
Musical intelligence students may be provided with tape recorders or the teacher may create opportunities for such students to make music. For spatial intelligence students, having creative materials for the students to use, having students navigate mazes or taking them to art museums might work well. Bodily kinesthetic students could be provided opportunities for physical activities or encourage the students to participate in sporting events.
Interpersonal intelligence students should be encouraged to work in groups and be encouraged to join clubs. Intrapersonal students should be encouraged for example to have hobbies and interests, be encouraged to keep journals. Naturalist students should be taken to science museums and be encouraged to do naturalistic activities.
Curriculum Differentiation
In order for differentiation to work, the regular teacher has to differentiate the curriculum. While teaching a class with students who have varying interests, abilities and readiness to learn, the content must be modified to match the needs of the autistic children. Some ways can be by compacting the curriculum for some students while extending it for others, giving autistic students extended time to develop their understanding, while not doing the same for regular students.
Cooperative Learning
When autistic students are placed in groups with other students who have varying learning abilities, it encourages them to work together and use their varied learning strengths to contribute to the group, hence the students who are lagging behind might be pulled up by the ones who are understanding the material.
Problem Based Learning
This is where autistic children are encouraged to look at a problem in different ways using their own approaches and resources. This strategy will allow the students to contribute their own strengths, use their talents to identify problems of their own choosing.
Compacting the Curriculum and Instruction
This strategy is essential in a differentiated classroom because when some students feel they have grasped the content, the teacher can allow them to move on to more complex ideas and skills
Independent study
Can be a strategy used to teach autistic children, independent assignments and learning contracts should be encouraged to teach autistic children.
In all, working with autistic children in a differentiated classroom can be either quite easy or difficult for a regular teacher. The success of teaching autistic children basically lies on how well the teacher understands the features of a differentiated classroom, the elements of a differentiated classroom and the strategies to use while teaching in a differentiated classroom. It is only when a regular teacher embraces with the newer more contemporary way of teaching which differentiation offers, and tries to change from the more traditional way of teaching, will they be able to work with autistic and any other special education students successfully.
