Teachers and Autism: Adapting Pedagogy in Regular Classrooms
Practical guide to effectively welcome and support an autistic student in your class
An increasing number of autistic students are enrolled in regular classes, with or without support from an AESH. For teachers, this inclusion represents a challenge but also an opportunity to enrich their practice. With a few simple adaptations and a better understanding of autism, it is possible to create a learning environment that is favorable to all students, including those with ASD.
Understanding the Autistic Student
Autism manifests differently in each student, but certain characteristics are common: difficulties in social communication, need for predictability, intense specific interests, sensory peculiarities. These characteristics are not insurmountable obstacles but require pedagogical adjustments.
of students are autistic (estimate)
can be educated in a regular environment
of success with adaptations
Essential Adaptations
Structure the Environment
A clear and organized environment helps the autistic student to orient themselves. Display the daily schedule, use visual markings, limit visual clutter on the board, assign a fixed place to the student (preferably in the front row, away from sources of distraction).
Adapt Communication
Speak clearly, use short and concrete sentences. Avoid implicit language, irony, and figurative expressions. Give one instruction at a time. Check understanding by asking the student to rephrase. Complement verbal instructions with written visual supports.
Prepare Transitions
Announce activity changes in advance. Use a recurring signal for transitions. If possible, give the student a role that facilitates the change (distributing materials). Allow extra time for tidying up and organizing.
Adjust Assessments
Allow extra time. Offer a quiet space if the environment is too stimulating. Clarify instructions, rephrase if necessary. Avoid ambiguous or double-meaning questions. Assess knowledge rather than form.
COCO: A Tool for the Classroom
The COCO PENSE and COCO BOUGE program from DYNSEO can be used as a teaching tool in class. Cognitive games help work on attention, memory, and logic in a playful and adapted way. The imposed alternation with active breaks meets the student's need for movement. A useful support for autonomous activity times.
Discover COCOManaging Behaviors
Difficult behaviors (restlessness, withdrawal, crisis) are often reactions to stress or misunderstanding. Look for the cause rather than punishing the behavior. A retreat space in the classroom (calm corner) allows the student to self-regulate. Prevention is better than cure: identify risky situations and anticipate.
Promote Social Inclusion
Integration among peers does not happen automatically. Raise the class's awareness of differences (without stigmatizing). Encourage structured interaction situations (pair work, tutoring). Protect the student from bullying, which is unfortunately common. Value their skills within the group.
"The first year with an autistic student in my class was difficult because I didn't know how to approach it. After training and with the support of the reference teacher, I implemented simple adaptations that changed everything. The visual schedule, written instructions, the fixed place: these small adjustments made the student available for learning."
- Meet with the parents and professionals who support the student
- Create a structured and predictable environment
- Adapt communication (clear instructions, visual supports)
- Prepare transitions and changes
- Adjust assessments (time, space, instructions)
- Provide a retreat space for self-regulation
- Collaborate with the AESH if present
- Raise the class's awareness of differences
DYNSEO Training for Teachers
The training "Supporting a Child with Autism: Keys and Solutions for Daily Life" from DYNSEO provides teachers with the basics to understand autism and adapt their pedagogy. Accessible online, it offers concrete strategies applicable in class.
Discover the Training💡 Resources for Teachers
The guide to supporting autistic children offers strategies that are also useful in school settings. To be shared with parents for a consistent approach.
Conclusion: Beneficial Adaptations for All
Adaptations for an autistic student (clear instructions, structured environment, prepared transitions) often benefit the entire class. They do not require a revolution in pedagogy but rather adjustments to certain practices. With time and experience, these adaptations become natural.
The key is collaboration: with parents, health professionals, the AESH, and the reference teacher. Together, you can create the conditions for a successful education for the autistic student. DYNSEO training and resources support you in this process.
