Jack Watson

1) Reduce sensory overwhelm (this varies from kid to kid), incorporate interests to the task (interests of course vary as well), increase predictability through routines so the autistic student doesn’t have to spend energy managing stress about change while also processing the details of the academic demand.

2) Yes! Children with dyslexia need to same types of intervention so this follow more of the medical model (problem → intervention). I think of supporting autistic students (as well as ADHD, 2e) as more dynamic like a formula. The details are individually different but the plan is similar: reduce demands in the moment + increase interests and connection to foster safety. Prevent overwhelm/shutdown by getting in front of it with predictability.

I talk about some of this in The Neurodiverse Classroom on-demand teacher training but you’ve inspired me to blog about it more in the new year!