Adaptations

One activity which is suitable for children with autism is an “Oobleck” science experiment. It is very sensorial and therapeutic, which is perfect for children with autism. For this activity I will demonstrate the steps of making ‘Oobleck’ step by step and give verbal explicit instructions while doing so. The reason why I do so is because children with autism are unable to comprehend too many words at a time. They respond better to actions accompanied by short instructions. Therefore, using concrete language and short, concise instructions will help children with autism better (Swadoski, 2012) Examples of concrete instructions will be “Mix the starch” I will also speak slower and ensure that the child with autism can catch what I say and is able to follow. In order to ensure that he/she can follow, I will create a set of emotion flash cards where the child can raise it up and point to the emotion he/she is feeling. For example, if the child is unhappy as he/she may not understand my instructions, he/she will point to the sad face. If he/she understands and is happy, he/she will point to the smiley face.

Example of a set of emotion flash cards

This is because children with autism tend to have difficulty expressing their needs (Price, 2010).They relate better to visual cues as compared to constructing whole sentences. Therefore, incorporating visual aids into the lesson would be greatly beneficial to the child.

I will also use visual structure as a structured teaching method. I will create a list of step by step instructions with visuals for the child with autism so he/she can look at it while doing the experiment. After finishing each step, the child can tick the box. A step by step process will help the child to follow through all the steps and ticking the boxes acts more than a self-check method; it also gives the child a sense of accomplishment. Children with autism are found to be visual learners, and they incorporate information better when it is given to them visually in an organized manner (Lim & Quah, 2004). As children with autism have poor sequential memory and the organization of materials and activities, structured visual cues will aid them in completing the task.

Visual instructions like these assist children greatly

Another adaptation I will provide is for the child to sit near me and away from the exit of the classroom, where outside noises are the loudest and most distracting. This is because children with autism tend to be very sensitive to sounds and noises (Rella, 2012). Therefore, it is important for the child with autism to be seated away from loud and distracting noises. This is an effective way for him/her to sustain attention with regards to the lesson. It is also easier for the teacher to give him/her a light tap whenever the teacher feels the child’s mind is wandering off.