Breaking Barriers: How to Create a Classroom That Supports Students with Autism
By Elizabeth Dover
Imagine walking into a room where the lights buzz just a little too loud, the chairs feel uncomfortably rigid, and the instructions to an assignment feel like a puzzle that’s missing a few pieces. For many students with Autism Spectrum Disorder, this isn't just a bad day; it’s their everyday life in a classroom that isn’t built with them in mind. But what if small changes can turn this overwhelming space into one where they thrive? Let’s talk about how to make that happen.
What is Autism Spectrum Disorder?
Autism Spectrum Disorder (ASD) is a developmental disorder that many students struggle with as they make their way through the education system. The non-profit organization Autism Speaks tells us that one in every 36 students struggles with ASD and there are more students with ASD in our education system now more than ever. Students with ASD often have difficulty understanding social cues, engage in various repetitive movements (such as rocking or repeating words/phrases), and may show great distress when their routine changes. In our current education system, students with ASD often face significant challenges in adapting to the social norms expected of neurotypical students. As a result, students with ASD must not only learn academic material, but also navigate the complex social dynamics of their school environment.
What have we done for these students?
You may be wondering what we already have in place to support students with ASD, and there are several measures that we have implemented in a large number of general education schools. Most notably, students with ASD have access to Individualized Education Plans (IEPs) and 504 plans. An IEP is a legal document that outlines the certain supports, tools, and services that the student is entitled to in order to benefit from their education. Similarly, 504 plans are very similar to IEPs, with a few distinct differences. In the 2022-2023 school year, researchers under Individuals with Disabilities Act (IDEA) found that 13% of students with disabilities (ages 3-21) are affected by ASD (Maxwell & Solis, 2024). These numbers that are higher than every display a great need for different accommodations, including those that are followed by law. With these similarities, both 504 plans and IEPs are excellent ways to provide students with accommodations for their learning. There are other accommodations that can be implemented on a day-to-day basis in the classroom, like having visual supports/schedules and flexible seating arrangement, but there are some other basic accommodations that we should be paying attention to in order to make their environment comfortable.
What else can we do to help?
Students who have ASD are very centered on their sensory processes. Many students with ASD often struggle with hypersensitivity, which means that your body will react extremely strongly to something that a neurotypical student would deem to be normal. Contrary to this, some students also experience difficulty with hyposensitivity, or feeling things less strongly than most others do. People with hyposensitivity will often have to encounter a feeling or sensation at an extreme level to receive the same sensations. If these students are in a situation where they do not feel comfortable, they may experience overstimulation which can derail the rest of their day. Bridget Haney, a mother of a student with ASD has been a great advocate for her son and other students with ASD. She wrote in a 2024 article, “Unique learning needs for students with disabilities can encompass various educational requirements tailored to each student's specific condition. For instance, students with ASD may need social skills training and sensory support” (Haney, 2024). The severity of a student's ASD influences how much overstimulation affects them, but this should always be considered. To mitigate overstimulation, students should have plenty of opportunities to move from their seats and have breaks throughout the school day.
Allowing students to have fidgets (within moderation) can also help with the sensory processing issues that those with ASD face. Another accommodation that many schools are developing is creating a separate area for ASD students to access. Many schools call these “sensory rooms” and can have anything from softer lighting to sensory swings. These specific rooms or separate locations can help to provide relief from overstimulation and create a calming and positive environment. When it comes to instruction, the teacher having visual cues associated with the material can help with comprehension. If the student with ASD is able to preview the material before it is exposed to the rest of the class, it can help with feelings of frustration when encountering something new. Also, having multisensory instruction to help with understanding can be essential for some students. If the student can use physical objects to help visualize the math processes they’re doing, it can help them learn the information in a way that makes more sense to them. With these accommodations, we must also acknowledge how to accommodate different behaviors displayed by students with ASD. Preparing the student in advance for any schedule changes that may create an issue with the student can help with overstimulation and support any behavior they may display. Visual timers and rewards can reinforce rules and encourage positive behavior, fostering a supportive environment for all students, including those with ASD. Schools worldwide are implementing these supports and accommodations for students with ASD, and each accommodation is a step towards creating a motivating and encouraging environment for these students who may be experiencing deficits.
What does this mean?
Understanding the challenges that students with ASD may face in accomplishing and completing tasks is essential to creating a truly inclusive education system. Recognizing these difficulties allows educators, administrators, and peers to develop a learning environment that supports every student's unique needs. Being aware of students’ needs by continuing education with information on ASD increases sensitivity and compassion for them. Advocating for your students within the schools and other systems of education will help in the normalcy of adapting to an ASD-friendly environment to help these students function efficiently. We must prioritize learning how to accommodate each student, regardless of their individual experiences, so that they have equitable access to education. Ensuring that every student receives the best possible education requires flexibility, patience, and a commitment to inclusivity. While the learning process may look different for each student, the goal remains the same: to provide them with the tools, resources, and opportunities necessary to thrive academically, socially, and emotionally. By fostering an educational system that values and adapts to diverse learning styles, we empower all students to reach their fullest potential.
References
Bennie, M. (2023, November 24). What accommodations are helpful for an autistic student? Autism Awareness Centre. https://autismawarenesscentre.com/what-accommodations-are-helpful-for-an-autisti c-student/
Haney, B. D. (2024, October 24). My son is on the autism spectrum. Our public school system fails these kids. Newsweek. https://www.newsweek.com/my-son-autism-spectrum-our-public-school-system-fai ls-these-kids-1973476
How general education teachers can support students with ASD (n.d.). Autism Speaks. https://www.autismspeaks.org/blog/how-general-education-teachers-can-support-st udents-asd
Maxwell, L. A., & Solis, V. (2024, October 10). 5 common learning differences in students: A data snapshot. Education Week. https://www.edweek.org/teaching-learning/5-common-learning-differences-in-stude nts-a-data-snapshot/2024/10
Partnership for Extraordinary Minds (n.d.). Classroom & learning accommodations for autistic students. https://xminds.org/accommodations
Rawe, J. (n.d.). The difference between IEPS and 504 plans. Understood. https://www.understood.org/en/articles/the-difference-between-ieps-and-504-plans