Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain. People with ASD often have problems with social communication and interaction, and restricted or repetitive behaviors or interests. People with ASD may also have different ways of learning, moving, or paying attention.
More on CDC website
Five suggestions when working with an ASD learner:
1. Learn Identity-First Language
Most autistic people prefer identity-first language, which means they see themselves as "autistic people" rather than "people with autism." If someone says they are "an autistic person," as most autistics do, they are usually framing autism as an identity, similar to ethnicity or sexual orientation.
2. Treat Autism as an Identity
Avoid treating autism as a medical condition. ASD is considered a naturally occurring neurological variant to the human condition, which is why autistic people are referred to as neurodivergent. Many ASD people see ASD as their identity. Referring to ASD as a "condition," "deficit," or "illness," is inaccurate. Functioning labels such as "mild ASD," "severe ASD," "low functioning ASD", "high functioning ASD” are not helpful and are inaccurate.
3. Recommend Accessibility Services
If an autistic learner discloses their disability, encourage them to contact Accessibility Services if they have not already done so. Not every ASD learner wants to disclose. However, learners with disabilities need to disclose to accessibility services to receive an accommodation letter. Accessibility consultants will not disclose any information to instructors without the learner’s permission.
4. Use Visual Aids, Including Written Communication
Supplement lectures and activities with visual aids. Due to high sensory awareness and other processing differences, many autistics struggle to process auditory lectures and instructions. ASD learners often need visual aids such as PowerPoint, closed captioning, and whiteboards.
5. Allow ASD Learners to Move (Stim)
Autistic learners often need to self-stimulate, referred to as stimming, through repetitive motions to release excess energy. Allowing autistic learners to stand, fidget, stare off, and take breaks from the classroom will enable them to pay closer attention and focus, while also maintaining wellness and avoiding sensory overload. Instructors should allow ASD learners to stim without making them feel they are being disruptive or inappropriate.
https://www.bestcolleges.com/blog/how-to-support-autistic-students
Please email us at accessible-learning@humber.ca with suggestions for key accessibility-related topics that you would like us to address through the Communiqué.
