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Supporting Autistic Students

This page has information about autism and other resources. The content provided here is sourced from various reliable resources and is freely available to share as needed. Teachers and parents are encouraged to use this page with students and are responsible for appropriately delivering the content in a way that aligns with their needs. Click on the links below to access to following resources:

Understanding Autism

Let’s begin with some introductory information about autism:

Over time, we have learned much more about autism, and as our understanding has grown, so has the way we approach it. Autism Spectrum Disorder (ASD) is a neurological condition that affects how individuals experience the world, communicate, and process information. Its characteristics vary widely from person to person, but in general, it is characterized by:

Communication Difficulties

Struggles with communication

Repetitive Behavior

Repeating actions or routines for comfort

Sensitivity to Change and Stimulation

Overwhelmed by unexpected changes or stimuli

Motor Difficulties

Challenges with coordination and physical tasks

Social Impediments

Difficulty understanding and building social relationships

Co-occuring conditions

A child with autism spectrum disorder (ASD) often has a co-occurring condition, with estimates ranging from 70% to 95%

Learning with the Experts: De-pathologizing Series

De-pathologizing Series • Episode #1

Beyond Non-Compliance:
The Many Meanings of NO
With Barry and Dave

De-pathologizing Series • Episode #2

Exploring the “Deep Why” of Control
With Barry and Dave

De-pathologizing Series • Episode #3

Dave and Barry Discuss
Autism and Relationships

De-pathologizing Series • Episode #4

Autism: A Blessing?? A Tragedy??
A discussion with Barry and Dave

Building trust is not just one approach; it is the foundation that enables students to learn and form meaningful connections with others

Click on the button beside to hear a conversation between Dave Finch and Dr. Barry Prizant discussing the importance of trust for autistic individuals.

This engaging discussion highlights how building trust can empower autistic people by fostering understanding and meaningful connections. Don't miss their valuable insights on creating supportive and inclusive environments.

Autistic “Behaviors”

  • Stimming: Repetitive movements or sounds (e.g., hand-flapping, humming) that help regulate emotions, process sensory input, or manage anxiety.
  • Echolalia: Repeating words, phrases, or sounds, which can serve as a tool for learning, self-expression, or calming.
  • Rigidity or Perfectionism: A strong preference for routines, predictability, and precision, which can provide a sense of security.
  • Fixation: Intense focus on specific interests, often leading to deep expertise or joy in these areas.
  • Sensory Processing Challenges: Hypersensitivity or hyposensitivity to sensory input, such as lights, sounds, textures, or smells, which can feel overwhelming or calming.
  • Communication Challenges: Variability in speaking and nonspeaking communication styles, including difficulties with social cues, expressing needs, or interpreting others' intentions.

Autistic individuals do not seek to be "fixed." They seek to be understood, respected, and supported for who they are.


Is it Sensory or Behaviour?

  • Children with difficulty regulating their bodies often use ineffective strategies.
  • These behaviors are often labeled as “bad behavior” but may have underlying causes.

Sensory Issues:

  • Struggles with processing sensory input (e.g., fidgeting, avoiding situations).
  • Behaviors are attempts to self-regulate or manage overstimulation.

Behavioral Issues:

  • Children may use disruptive behaviors (e.g., meltdowns, aggression) to express unmet needs or emotional distress.
  • Often stem from frustration or a lack of coping strategies.

Understanding the Cause:

  • Identifying whether the behavior is sensory or behavioral helps in choosing the right intervention.
  • Addressing root causes supports the child more effectively than just reacting to the behavior.

Use clear and concise language by using ACC

Support communication with visuals

Practice active listening.

WAIT for processing time

Time for Planning Next Steps:

Considering what you learn this morning, please discuss with your team and respond to the following questions:

  • What strategies can we implement immediately to better program for our students?
  • How can clinicians (OTs, PTs, SLPs, psychologists) be integrated into the planning and support process?
  • What tools or training do staff need to address the specific challenges of our students? Who will be responsible for planning and implementation?
  • How frequently do you communicate and actively involve them? Click the links below for examples of a Communication Book, Regulation Plan, and Survey for Parents.
  • What measures will we use to track progress and adapt plans as needed? Click on the link below to see an example of data tracking calendar: