A suitable environment is a requisite for communication with these children.They will experience sensory distractions in a noisy, busy classroom that will make successful communication impossible.
Keep instructions short and simple. Be specific and focus on the essential.Use visual aids to support any complicated information, adding bullet points, colour, numbers and underlining to make written communication as clear as possible.
Be clear and concise with verbal messages, avoiding any temptation to fill gaps in the conversation with small talk.
Ensure your body language reinforces verbal messages, rather than contradicts them.
Use the student’s name to alert them to a particular need to pay close attention. ‘Josh, this is really important, so listen carefully.’
Take ‘brain’ breaks if the student has been concentrating for a long period of time.
Technology provides helpful alternative or additional communication aids: a PC, laptop, smartphone or tablet.
Pause regularly when delivering a complex message or series of facts. If necessary, use the breaks to check the student’s understanding.
Allow the student additional time to process information and to react. Respond positively to any requests for clarification.
Ask the ASD student how they prefer to communicate knowledge. Do they like to discuss, to email or to write an essay; to learn in pairs, with a few friends, or in a larger group of like minded pupils.
Be patient and kind. Accept that a student’s directness does not necessarily equal deliberate rudeness.
Have agreed strategies that all students use to join in a discussion, for example, raising their hand. If you sense that a student has something to say, acknowledge them, and ask for their contribution.
Pat Guy Education Specialist & Author 