Lesson Plan
Autism Allies: A Teacher's Guide Lesson Plan
Teachers will learn foundational strategies to create an inclusive and supportive classroom environment for students with Autism Spectrum Disorder (ASD), and adapt these strategies to meet individual student needs across the autism spectrum. They will be able to identify key characteristics of ASD and implement practical accommodations.
Understanding and implementing effective strategies for students with ASD not only benefits these students but also enriches the learning experience for all students by fostering a more inclusive and understanding classroom community. This knowledge is crucial for every teacher.
Audience
Teachers
Time
30 minutes
Approach
Interactive discussion and practical activity to equip teachers with actionable strategies.
Prep
Review Materials
10 minutes
- Review the Autism Allies Slide Deck to familiarize yourself with the content.
- Read through the Understanding Autism Discussion Guide to prepare for facilitating discussion.
- Understand the instructions for the Classroom Connection Activity.
- Familiarize yourself with the Inclusive Classroom Interventions Guide for additional strategies.
Step 1
Introduction & Warm-Up (5 minutes)
5 minutes
- Begin with a brief welcome and introduce the topic: 'Autism Allies: A Teacher's Guide.'
- Ask teachers to quickly share one word that comes to mind when they hear 'autism.' (Use Autism Allies Slide Deck - Slide 1)
Step 2
Understanding Autism (10 minutes)
10 minutes
- Present key information about Autism Spectrum Disorder using the Autism Allies Slide Deck (Slides 2-4).
- Facilitate a discussion using the prompts from the Understanding Autism Discussion Guide. Encourage teachers to share experiences and ask questions, specifically considering the diverse presentations of ASD.
Step 3
Classroom Connection Activity (10 minutes)
10 minutes
- Introduce the Classroom Connection Activity. Explain that teachers will work in small groups to brainstorm practical strategies for common classroom scenarios, keeping in mind the varying needs of students across the autism spectrum.
- Provide each group with a scenario and allow 5-7 minutes for discussion.
- Bring the groups back together for a quick share-out (1 minute per group).
Step 4
Wrap-Up & Next Steps (5 minutes)
5 minutes
- Summarize key takeaways from the lesson.
- Emphasize the importance of individualized support and ongoing learning.
- Provide resources for further information, such as the Inclusive Classroom Interventions Guide (if applicable, mention where teachers can find school-specific resources).
- Conclude by thanking teachers for their participation. (Use Autism Allies Slide Deck - Slide 5)
use Lenny to create lessons.
No credit card needed
Slide Deck
Autism Allies: A Teacher's Guide
Creating Inclusive Classrooms for Students with ASD
Quick Share: What comes to mind when you hear 'autism'?
Welcome teachers and introduce the topic. Ask them to share one word that comes to mind when they hear 'autism.'
What is Autism Spectrum Disorder (ASD)?
- A developmental condition affecting communication, social interaction, and behavior.
- It's a 'spectrum' because it affects people differently and to varying degrees.
- Not a disease, but a different way of experiencing the world.
- Every student with ASD is unique! Understanding individual profiles is key.
Explain that Autism Spectrum Disorder (ASD) is a developmental condition, not a disease. Emphasize that it affects individuals differently (hence 'spectrum'). Stress the importance of observing and understanding each student as an individual, as their presentation of ASD will be unique.
Common Characteristics of ASD
- Social Communication Challenges: Difficulty with eye contact, understanding social cues, initiating conversations (varies in intensity).
- Repetitive Behaviors/Restricted Interests: Likes routines, may have strong interests in specific topics, repetitive movements (varies in frequency and impact).
- Sensory Sensitivities: Can be over or under-sensitive to sights, sounds, smells, tastes, touch (varies in type and severity).
- Executive Functioning Differences: Challenges with planning, organization, switching tasks (varies in specific areas and degree of challenge).
Discuss common characteristics, but strongly stress that not all students will exhibit all of them, and the degree of these characteristics varies widely. Highlight the importance of observation and understanding individual student needs to tailor support effectively. Refer to the Understanding Autism Discussion Guide for more prompts.
Strategies for Support: Simple Changes, Big Impact
- Clear Communication: Use direct language, visual aids, check for understanding.
- Predictability & Structure: Establish routines, provide schedules, prepare for transitions.
- Sensory Considerations: Offer quiet spaces, fidget tools, allow for movement breaks.
- Positive Reinforcement: Acknowledge and praise efforts and desired behaviors.
- Individualized Approach: Be flexible and adapt strategies based on each student's unique profile.
Introduce the idea that many simple classroom strategies can make a big difference, but also emphasize the need for flexibility and individualization. This slide transitions into the activity. Explain the Classroom Connection Activity.
Becoming an Autism Ally
- Every student deserves a supportive learning environment.
- Small adjustments can make a significant difference.
- Continue to learn, observe, and adapt to meet individual needs.
- Thank you for being an Autism Ally!
Summarize the session and thank teachers for their participation. Encourage continued learning.
Discussion
Understanding Autism: Discussion Guide
Use these prompts to facilitate a deeper understanding and shared learning experience among teachers regarding Autism Spectrum Disorder (ASD), emphasizing the diversity within the spectrum.
Opening Questions
- Based on the brief overview, what is one new insight you gained about Autism Spectrum Disorder?
- What are some common misconceptions or stereotypes about autism that you may have encountered?
Exploring Characteristics
- Thinking about the characteristics discussed (social communication, repetitive behaviors, sensory sensitivities), which one do you anticipate might be the most challenging to support in a typical classroom setting, and why? How might the intensity or presentation of this characteristic vary among different students with ASD, and how does that impact your approach?
- Can you think of a time when a student's behavior, which might now be understood through the lens of ASD, surprised or confused you? How did you respond, and what might you do differently now, considering the spectrum of autism?
Practical Application
- What is one small change you could make in your classroom tomorrow to better support a student who might have sensory sensitivities? How might this change need to be adapted for a student with more or less intense sensory needs?
- How can we foster a classroom environment where all students, including those with ASD, feel understood and valued by their peers, recognizing their unique strengths and challenges?
Closing Reflection
- What is your biggest takeaway from today's discussion about supporting students with autism across the spectrum?
Activity
Classroom Connection: Scenario Activity
Instructions: Work in small groups. Read your assigned scenario and discuss the questions below. Be prepared to share your strategies with the class. Remember that Autism is a spectrum, and individual needs will vary.
Scenario 1: The Overwhelmed Student
Maria, a 4th-grade student with ASD, becomes visibly distressed during noisy transitions, like when students are packing up for lunch or moving to another classroom. She covers her ears and sometimes cries.
Discussion Questions:
- What might be causing Maria's distress, considering potential sensory sensitivities?
- What specific strategies could you implement before, during, and after a noisy transition to help Maria? How might these strategies need to be adapted if Maria's sensory sensitivities were more or less pronounced?
- How could you involve Maria in finding solutions that work for her, respecting her individual preferences and communication style?
Scenario 2: The Focused Fixation
David, a 7th-grade student with ASD, is highly interested in trains. During independent work time, he often draws elaborate train diagrams instead of completing his assigned tasks. He gets upset if asked to stop immediately.
Discussion Questions:
- How can David's intense interest in trains be both a challenge and a potential asset in the classroom? How might the intensity of this interest impact your approach?
- What strategies could you use to gently redirect David to his assigned work while acknowledging his special interest? Consider how a visual schedule or a "first/then" board might be helpful.
- How might you integrate David's special interest into learning in a way that is productive and not distracting, recognizing that the scope of special interests can vary greatly among students with ASD?
Scenario 3: The Social Maze
Emily, a 2nd-grade student with ASD, struggles to initiate play with her peers during recess. She often stands alone, observing, or tries to join games but doesn't understand the unwritten rules, leading to frustration for her and other children.
Discussion Questions:
- What social skills might Emily need support with in this situation, and how might her specific social communication challenges manifest?
- What steps could you take to facilitate positive social interactions for Emily during unstructured times? How might these steps differ for a student with more significant or more subtle social challenges?
- How could you prepare both Emily and her classmates for more successful play experiences, creating an environment that respects different levels of social engagement?
Reading
Inclusive Classroom Interventions Guide
This guide offers practical, actionable strategies for general education teachers to create a more supportive and inclusive classroom environment for students with Autism Spectrum Disorder (ASD), recognizing the diverse needs across the spectrum.
1. Environmental & Structural Supports
- Visual Schedules and Routines: Provide clear visual schedules (pictures, words, or a combination) for daily activities, transitions, and individual tasks. This helps reduce anxiety and build predictability.
- Adaptation: For students who thrive on routine, a highly detailed schedule. For those who need more flexibility, a broader outline.
- Designated Quiet Zones/Break Areas: Create a calm space free from distractions where a student can retreat when feeling overwhelmed. This can be a corner with a beanbag, a pop-up tent, or a designated