Autism-+Strategies+to+help+Students+Complete+Tasks

Students who have autism suffer from a range of individual needs from being uncomfortable and uncertain on how to concentrate to having poor organisational skills. In order to allow these students to succeed a range of strategies need to be implemented in order to ensure success in their schooling endeavours.
 * Autism- Strategies to help Students Complete Tasks **

Sue Larkey has produced a fantastic resource to allow educators and special aids to assist students who have Autism to succeed. Her information sheet- //Strategies for teaching students with Autism Spectrum Disorder and other students with special needs// is extremely informative and provides helpful strategies to help students completed assigned tasks.


 * Strategies include-**
 * Workload-** Achievable workload is set, definite end to a task, a schedule that orders tasks, an analogue clock to put a red dot when a task will end (Larkey, 2006, p. 1).

**2)** **Work Tasks-** Ensure there is a familiar aspect to the work, present the same concept in many ways, balance the work tasks into high, low and medium interest, and use a student’s interest/fixation to ensure its interesting (Larkey, 2006, p. 1). **3)** **Work Environment-** Use visual schedules, ensure students can predict what task is next, ensure students understand what is required of them and that they can predict what will happen next (Larkey, 2006, p. 1). 4) **Feedback and Rewards**- Demonstrate rather than explain, use rewards to ensure motivation, change the rewards to keep motivation (Larkey, 2006, p. 1). Clearly these strategies have cleverly been designed and are clear and explicit. This illustrates the need of children who have Autism to be given straight forward, explicit instructions and to know the direction of that the class is moving in. These instructions are for a younger primary age targeted group, though could easily be adapted to a high school setting that was based around an ILP.  This is not inclusive in a classroom of peers who achieve at the average rate. Though, implemented in an autism unit, much like the one I experienced during my practicum, these strategies are extremely inclusive in this setting. Students are set up for success if these steps are implemented well. S. Larkey (2006). Strategies for teaching students with Autism Spectrum Disorder and other students with Special Needs //Learning Links- Helping Kids Learn,// 1-5.
 * u3053396**
 * Emily Chilvers**
 * Reference-**