These images are meant for teachers, to help them understand the sensory issues that their autistic students may be dealing with, and to give them tips on helping their students manage these issues in the classroom. However, I think these could also be useful if you need to explain your sensory issues to other people, and to give them tips on how they can help you in general.
Please click the images to see them better.
(Source)
Liesel, Mod.
[Two infographs about Barriers to learning for Autistic people in the classroom, and What you can do to help Autistic students learn. The text will be organized according to the different categories of the infographic, and is as follows]:
Barriers to learning for Autistic people in the classroom :
I hear:
- The sound of my pencil scratching,
- people moving,
- people writing,
- people breathing,
- people opening pencil cases,
- people chewing,
- clocks ticking,
- noises from outside the classroom,
- noises from the classroom next door,
- students talking,
- teachers talking,
- teachers talking lots of words at once,
- fans spinning, heaters blowing,
- other people laughing- sometimes at me,
and I can’t selectively filter what I hear to hone in on what you think I should be attending to.
I see:
- Posters,
- art work,
- things on desks and shelves,
- people moving around,
- flickering of florescent lighting,
- contrast between light and shadow,
- what is happening through windows and open doors,
and I find it very difficult to concentrate on just one thing when all these other things are present.
I feel:
- my clothes,
- my shoes,
- the rough desk,
- the hard chair,
- the contrast of textures on my desk- book, papers, pens, pencils,
- small variations in temperature,
- bumps of other students on my body as we move around,
- my hungry tummy and full belly,
and I can’t simply ignore things that I feel that bother me.
I smell:
- cleaning products,
- other people’s food,
- other people’s perfume,
- other people’s deodorant,
- other people’s hair products,
- other people’s makeup,
- markers, glue, paint, paper, pencil shavings,
and these things can make me feel physically ill.
You expect me to: sit still, be quiet, stay “on task”, concentrate, be polite, speak when spoken to, make eye contact, not stim, only eat, drink, and use the bathroom when you say I can, be engaged all day with minimal breaks, use socially appropriate words and gestures, get the answers right, laugh at jokes, not cry or look upset, fit in, figure out what you expect of me when you don’t explain it in a way I understand, play the way the other kids play, look normal, be neat, and I am already overwhelmed trying to process what I hear, see, smell and feel.
You can help autistic students learn by:
Providing audio support:
- *Reducing the overall noise from machinery and appliances in the classroom and school.
- *Asking other students to be considerate with volume.
- *Providing ear defenders.
- *Providing students with the opportunity to listen to music via headphones if they find it helpful.
And always asking the student what they would like provided to help with audio overload.
Providing visual support:
- *Keeping the classroom environment simple and uncluttered with resources not in use away in cupboards/drawers so their are minimal visual distractions.
- *Keep the room well lit by light sources that do not flash, flicker, or strobe.
- *Provide sunglasses for use in the classroom.
- *Shut doors when possible.
- *Minimize movement of people walking around when students are expected to be concentrating.
And always asking the student what they would like provided to help with visual overload.
Providing tactile support:
- *Allow students to remove shoes and outer layers of their clothing if they want to.
- *Provide alternatives to traditional table and chair learning stations.
- *Ensure the learning station is uncluttered and give students a choice of implements to use for learning activities.
- *Keep the classroom environment at a steady temperature as much as possible.
- *Ask students to be aware of personal space and teach them how to move around considerably.
- *Provide frequent bathroom and snack breaks.
And always asking the student what they would like provided to help with tactile overload.
Minimizing smells:
- *Find cleaning products that do not have a strong smell.
- *Make sure rooms are well ventilated.
- *Ask people to be considerate of others when applying product to their bodies.
- *Use equipment that does not have a strong smell.
- *Do not expect a student that who has smell sensitivities to sit close to other people if they are uncomfortable doing so.
And always asking the student what they would like provided to help with smell overload.
Adjusting you expectations:
Making changes to the physical environment will help, but getting to know your student, asking them what help they need and really listening to them is what will make the most difference. Autistic students can benefit from moving around, fidgeting, and doodling while engaged in learning tasks. Accommodation like a visual schedule and extra lead time before transitions can also be helpful.
And above all else, ask the student what accommodations they would like provided.
Autistic students are not the only ones who can experience sensory processing challenges. Providing these kinds of supports in your classroom will benefit many, if not all, your students.
End image description]
