How might predictability and routine influence independence and engagement for students with autism spectrum disorders?

Seminar Title

How might predictability and routine influence independence and engagement for students with autism spectrum disorders?

Predictability, Stress, Safety, Learning, Independence, Engagement

High School

Elementary

Special Education

All Disciplines

Have you ever had a student with autism in your classroom and wondered how to best support that student? Have you wondered why certain strategies are said to be so effective? I began this journey with a focus on strategies that could help increase independence in my students with autism. The role of stress quickly became the foundation of my research as I discovered how greatly it can impact student learning. I learned that predictability in the classroom can reduce stress and, in turn, increase independence and engagement for not only students with autism, but for all students, regardless of disability status. As we navigate teaching during a global pandemic, the presence of stress and unpredictability in the school environment is at an all time high. I invite you to join me as we explore the importance of creating a safe, predictable, and engaging learning environment for students despite the many ever-changing challenges of COVID. Although my research is focused on and was conducted in a classroom for students with autism, all students can benefit from predictability in the classroom. My hope is that through our discussion, you will be inspired to find new ways to provide predictability for your students, unique to their needs and your classroom, and that you will experience for yourself how increasing predictability and decreasing stress can impact independence and engagement among your students.