By being a Special Education teacher, I can structure my classroom by getting to know my students. For example does he or she like bright lights in the classroom or like setting by the window. Does he/she works better in a group or independently. Next, I will give him/ her a “Travel Card”, that way he/she will know the schedule for the day. Students will ASD work better with a routine. Then, I will find out if he/she has behavior problems. (meltdown, loud talking, self-harm, running around the room) Once we find the behavior, we can create an award system that the student can monitor themselves. By doing these steps, I can create a structure class and teach a successful lesson.

A special education teacher has to design their classroom base on the needs of their students. A special education teacher should consider creating a structured classroom routine, provide Integrated Sensory Activities, and use visuals supports when working with students on the autism spectrum. Students with autism rely on a structured classroom routine. These students typically flourish when placed in a structured and predicable environment. This makes the student feel safer. The teacher should establish routines early on and keep it as consistent as possible. When a teacher deviate from the class routine it is best to provide warnings as soon as possible so that the transition is smother. A teacher should provide a student with autism a visual schedule. A visual schedule provides a receptive communication system to increase the students understanding. It also helps the individual to learn new things and broaden their interests, increases the individual’s flexibility and finally helps the student be calm and prevent inappropriate behaviors

Students on the autism spectrum will benefit from Integrated Sensory Activities. Students on the autism spectrum tend to be over- or under-reactive to sensory stimuli. Teachers should always consider this when setting up their classroom. Sensory integration activities can prompt the brain to process sensory information more effectively, helping the student respond more appropriately to what going on around them. Teachers should incorporate a sensory corner in their classroom. A sensory corner provides stimulation to the under-responsive student, sensory input for the sensory seeking student, and a safe retreat for the sensory defensive student. This will help with sensory processing issues, which is an important step in assisting the child to recognize strategies that work for his/her specific needs. Having a big comfy beanbag provides wonderful deep pressure and a snuggly effect which can be very calming to the student.
Finally, teachers should provide visual supports to students with autism. Visual support is when a teacher uses a picture or other visual item to communicate with a child who has difficulty understanding or using language. Visual supports can be photographs, drawings, objects, written words, or lists. Students with autism learn faster and with greater ease when you use visuals. Teachers can show visuals of what to expect on the trip such as getting on the bus, arriving at the destination, planned activities, eating a snack and returning to school.
I truly believe that if a special education teacher incorporates a structured classroom routine, provides Integrated Sensory Activities, and use visuals supports when working with a student on the autism spectrum. They would able to teach a structured lesson and ensure that a student with Autism Spectrum Disorder (ASD) have success in the classroom.

I can help a student with Autism Spectrum Disorder in the classroom by creating a setting that is predictable for the student. The set up of the classroom will be structured in the same manner with no changes. The classroom routines will be posted with times and places identified using images or emojis. The various areas of the classroom will have signs and labels identifying each item and storage unit and it’s contents, as well as assigned seating; covers will be placed over the cabinet area to limit distractions during instruction. Each area will also be distraction free. Each student will have a specific, labeled space for their personal belongings. All assignments will have a specific place to be placed upon completion and a specific place for homework.

Lessons will be structured to include structured lessons that are routine and concise. During lessons, I will use commands, prompts, and cues to lead the students in the learning environment. I would give few choices during the student’s work time. I would also use assistive technology that enhances the student’s skills and allows them to be successful in learning. I would also treat them as normal as possible and give them feedback, praise and structure.

First, I would use Priming to expose the students to course material before a lesson takes place and increase the likelihood for them to learn key concepts. I would build it into the student’s daily routine. I would inform the parents to let them prime the student for the lesson or test at home, as well, to relieve stress and anxiety.
Second, I would use the concept of academic modification to format the assignments to meet the specific needs of the students according to their IEP. The directions may be read out aloud or time may be extended on assignments. If the student has difficulty with word retrieval, I will present a word bank for them, or I will use multiple-choice questions.
Third, would be the use of Visual Support. Students with ASD benefit greatly from visually presented information, such as a visual schedule, task cards, travel cards, maps, labels, organizations systems, timelines, and scripts. I’ll provide study guides that highlight the main points of the lesson, highlight key parts of the text that tells the students when to stop reading and began working on comprehensive questions.
Self- management tools that will help students to stay focused and understand their behavior. Graphic organizers help students highlight important information. Social Scripts to help students understand what to say or how to act in situations.
Fourth, the use of reinforcements to reward students for behaving in ways that are productive and support their continuous personal growth. Some common reinforcers I would use are verbal praises, computer lab time, talk to your friends or engaging in competitive speech.
Finally, Home Base, a designated place for students with ASD can go to regain their control during the time of stress, they can go there to plan or review the day’s events, escape the stress of the classroom, and prevent a meltdown. A resource classroom or counselor’s office may be used as a home base. They can take their take assignments and work in a less stressful environment.

The way that I would structure my classroom and lesson for my students with Autism Spectrum Disorder is to first, make sure that my classroom is comfortable and organized. Children with Autism feel more comfortable when they have a routine. I would create a firm schedule that we will follow. Making sure that a clear printed copy of the schedule is visible for them at all times. Second, I would keep instruction simple by using visual aids and direct language. Because they may not understand figurative language or different concepts. I want to keep it as simple as possible not to frustrate them. Third, we would take breaks that are scheduled so that they do not get overwhelmed and in the process I would encourage social interaction with their peers. By doing this, it will help them to develop their social skills so that they can communicate with other teachers, family, and classmates. Ensuring that the students will be successful in the classroom.

Autism spectrum diorder student require you to get to know them. This will help you understand to student better. Limit your lecture time to keep student attention. stay on schedule sot your students stay focused. If you ask question give student time to process what you are saying and time to give you an answer. Keep room simple not to flashy, it can be a distraction. Use concrete objects so your students stay interested. Make sure you give the students choices.
students with ASD are not social so you would have to come up with was to get them to play at recess and how to make friends with other students.
I would start a lesson like the life cycle of a apple tree. I would sit my students down tell them what we will be talking about. I would Read a Book on the tree life cycle them I would explain my centers for the activites. I would let students work with a parnter you can choices your partner and have a reward for the students at the end.