This is a presentation that I use for schools. It is an overview for teachers, educators or carers.

1. HOW TO MANAGE STUDENTS WHO
HAVE AUTISM.
 Karen D. Barley (Dip Teaching, Grad Dip of Edu,
Med)
 Projectautismaustralia@gmail.com

2. © Karina D. Barley 2014
Karina D. Barley
(Diploma of Teaching, Post
Graduate Diploma of
Education, Diploma of Life
Coaching, Master of
Education)

3. © Karina D. Barley 2014
About the Author
• Teacher in Australia for 25 years in primary schools – past 10 in special
education.
• Spent two years doing Master of Education researching Autism, Autism &
technology & specifically using technology in an educational setting. Currently
doing a PHD to continue research in this area.
• Creator of Project Autism – an Autism consultancy, behaviour specialist service
& iPad programming consultancy. Professional Development & Trainer to
Australian Teachers for TTA.
• International Author & Course Designer for Digital Learning Tree, Teacher
Training Australia, Edweb & Udemy – iPads in Education, Androids in Education
& various Autism Awareness Courses
• International Speaker and presenter at conferences in Australia & the USA
www.projectautismaustralia.com
karinabarley@gmail.com

4. “Children are the living
messages we send to a
time we will not see”.
~John W. Whitehead

5. Overview – Autism – What is it?
Meaning & What does it mean for students?
What is AS? Definition adapted from Autism Victoria
(www.amaze.org.au)
Autism Spectrum (AS) affects around 1 in every 100 people and
impact on an individual’s ability to communicate, socialise and think
imaginatively.
• Autism Spectrum is a developmental condition which affects three
main areas: the ability of the individual
• to communicate
• to socialise, and
• to think flexibly

6. • It affects the way that individuals are able to interact
with others.
• No two individuals who have autism are alike –
Spectrum.
• It’s now believed that all children on the Spectrum
experience sensory issues.

7. It is extremely important that we understand what the
‘autism’ world is like for it is with awareness that we
can best empathise and in turn facilitate an
environment that is more ‘autism’ friendly.

8. Children who have autism have a different learning
style and as educators we not only need to be aware of
how to cater to the various styles but also how to
develop the best strategies to educate them.

9. It is in this environment that we are challenged as
educators to change our way of teaching and cater to
the individuality and uniqueness of each child.
For example, you may need to change:
- The physical environment
- The way you present work
- Even the way you set up parameters & discipline

10. Sensory issues are real & many children
who have special needs struggle with
‘sensory’ problems.

11. Individuals with Autism feel like they
are bombarded with sensations.

12. • We need to see “special needs” as potential not less than.
Always set these kids up for success.
As educators you have a responsibility to create
a future for the children we come in contact with;
and we need to see what potential shines in each
student.

13. Make sure you have your photo and your
name placed where everyone can see it. On
whiteboard, IWB etc.

14. Use Visual Timetables
These should be either on or close to the
student’s desk.

15. Students on the Spectrum respond to
incentives or rewards
For example you can use incentive bracelets,
or have pre prepared ‘reward’ statements.

17. Giving instructions
When you’re giving instruction, ensure your
student on the Autism Spectrum understands.
Provide visuals where you can.
Remember they will need extra time to process
and you will need to break down instructions.

18. Be as organised as possible
Kids with Autism don’t cope well with chaos.
Ensure you are seated where they can see
you, hear you and connect with you.

19. Be prepared with extra
resources
Have some extra resources
in your ‘toolbox’. For
example a special book;
“sensory” toys such as feely
toys etc; a unique game or
puzzle.

22. Allow for breaks (preventative) especially if
you can sense anxiety.
Use a break card if necessary.

23. Keep a calm even approach.
Try not to raise your voice.

24. Technology
• iPads are brilliant tools for these kids
and if you can’t get work out of them in
the traditional ways, then allow for the
use of iPads.

25. What not to do!

26. Don’t assume anything!

27. http://www.kidspot.com.au/the-year-1-essay-that-stopped-us-
in-our-tracks/
Cadence is a 7
year old with
Autism. She has
severe speech &
language delays;
selective mutism;
sensory issues &
anxiety.
However, she is
also a bright,
clever little girl
who is an
exceptional
writer.

28. No matter how combative or problematic,
don’t be confrontational.
Don’t alienate – connection with your
student is vital.

29. Kids on the Spectrum experience…
Anxiety as a result of
• Resistance to change
• Fear
• Feeling unsure
• Unfamiliarity

30. • You need to reassure
• Allow them time to decompress
• Let them know what is
happening and when

31. Do NOT insist your student look
you in the eyes!
Sit to the side whenever possible.
Ask for permission to touch the
child.

32. Don’t punish or penalise for things
they cannot help.

33. Avoid clichés’ metaphors etc

34. Be aware of any sensory issues – for
example be mindful of introducing loud
noises
Avoid doing anything out of the box…to
keep as much normality in the classroom
as much as possible.

35. Do not look at the child with pity or
sadness.
Do not label
Don’t talk about the child in front of them.

36. Don’t forget to ask the student about
what is going on!

37. Behaviour

38. Behaviour tell us
everything!!!

39. Especially negative
behaviours!!!

40. The disruption may be the
only way a child can tell us
that something is wrong.

41. So you need to ask why the behaviour?
Do they understand what you want?
Do you need to clarify instruction?
Do they need further reassurance?
Are they feeling overloaded?
Ask your self what the behaviour could be
telling you?

42. For a child with autism, next to their
home the classroom may be the next
safe place they have.

43. It has probably taken the student some
time to feel safe in this environment.

44. If there are any behaviour
issues/meltdowns
Stay calm
Keen an even voice
Wait for the meltdown to end before you
address it.
Keep the student and other students safe
Ask why the behaviour?
Seek help from other teachers and aides.

45. SO WHAT DOES HAVING SPECIAL
NEEDS MEAN TO THE STUDENTS? …
(This is written from the child with
autism’s perspective)

46. • Change makes me anxious. This is because
routine helps me to feel safe and stable, so any
disruption to my routine will disrupt my sense of
safety.
• However, if you give me a warning and help me
to understand the change that is about to occur,
I will cope with this change more effectively.

47. • I don’t want special privileges, but I want a
chance to be able to achieve success in the
world.
• If I am having a ‘meltdown’, I’m not being
stubborn, or naughty, or disruptive; I’m just
anxious, frustrated and scared because I
can’t make you understand what the world is
like for me.

48. • If I cannot speak to you, or if I do not
respond to your questions, it does not mean
I can’t hear you.
• Please don’t speak about me in front of me
because your comments hurt my feelings.

49. • I want people not just see my disability, but I
want people to see me.

50. • I learn differently and see the world differently
than you.
• I may take longer to process information.

51. • The most important thing to consider is to
develop a connection with me.
• Come to my ‘space’ first because I don’t
understand yours; stepping outside of my
comfort zone will initially cause me anxiety
but once I get to know you and trust you, I
will gladly meet you half way.

52. These kids can be delightful and interesting
and remember, YOU can make an IMPACT!

53. "You don't have to have a
disability to be different"
Kim Peek (the real “Rain
Man”)
The path I travel is
lit by those who
came before me,
and it will shine
brighter for those
who follow me.
“I just want to continue to
exist, but you continue to
question my very
existence!”
– Alyson Bradley
"Asperger’s
syndrome has
probably been an
important and
valuable
characteristic of our
species throughout
evolution." Tony
Attwood
"I I do not suffer from
Autism, but I do
suffer from the way
you treat me."
-Tyler Durdin
"If I could snap my
fingers and be non-
autistic, I would not -
because then I
wouldn't be me.
Autism is part of who I
am." --Temple Grandin

54. © Karina D. Barley 2014
I hope you’ve enjoyed this presentation.
karinabarley@gmail.com
Karina Barley