Diversity Series: Differentiating for students with ASD

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The term ASD is currently used as an umbrella term, encompassing the entire spectrum of disorders including autism, Asperger's Syndrome and PDD (Pervasive Developmental Disorder). Due to the many shared characteristics of these disorders, it is expected that the American Psychiatric Society will update their current definitions of these disorders to fall under the spectrum diagnosis of ASD with the modifiers mild, moderate or severe to classify the presentation of the disorder in each individual.

How is ASD Defined?

ASD is characterized by a combination of significant delays in three specific areas of development: communication, social interaction and behaviour. Children with ASD typically present with delays in all three of these areas, but one area of development may be significantly more delayed than the other two. It is important to note that each child with ASD presents very unique combinations of the typical characteristics. This can make teaching them challenging, since strategies that work for one will not work for another. Therefore, all the more reason to consider each child individually and differentiate learning to accommodate their unique needs.

Currently, children need to display 50 per cent or more of the symptoms or characteristics listed in each of the three categories to be diagnosed with autism. Asperger's Syndrome is typically more common than autism, and does not usually present with the same language based delays as autism. Children with Asperger's are more likely to have difficulty with social interactions, social cues and moderating their own behaviour. A more detailed listing of specific symptoms and early warning signs can be found at the following websites:

• MayoClinicreferencedocumentfor"Autism"
• MayoClinicreferencedocumentfor"Asperger'ssyndrome"
• AutismWeb-descriptionsofASDsandstrategiesforparentsandteachers

The responsibility of teachers who have the challenge of individualizing education for children with ASD is primarily to learn as much as they can about that child's unique strengths and weaknesses, as well as to research a variety of strategies that are usually successful in teaching students with ASD. They then build a repertoire of resources to call upon when the current strategy stops producing results.

Key strategies for teachers with students on any part of the ASD spectrum, include (but are not limited to!) the following:

• Provide a highly structured environment with predictable routines;
• Post schedules, using graphic representations and colour coding as much as possible;
• Model appropriate behaviour and ask students to copy modelled language;
• Model appropriate social interactions;
• Integrate students with ASD into whole-class and small-group activities as much as possible to expose them to "normal" social interactions and behaviours;
• Work with parents and other support workers to develop consistent strategies.