Pedagogical Best Practices 

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Structured Scaffolding

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• Break large assignments into smaller task to ensure expectations are coherent (Gobbo, Shmulsky, & Bower, 2018)

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• Allow students to work in small steps (Austin & Peña, 2017)

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• Allow students to "reach the desired result of demonstrating understanding of the material" through flexible ways of presenting the assignment (Austin & Peña, 2017)

 

Differentiated Instruction

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• Try different teaching methods which can help reach students with varying learning needs, this may include but not limited to, "using technology, lecture style discussions, small group projects and interactive activities to reinforce the material."(Austin & Peña, 2017)

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•  Assign concrete questions and assignments instead of vague, open ended prompts.(Gobbo, Shmulsky, & Bower, 2018)

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Comprehensive Accommodations

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• Think about alternative ways to help students with accommodations beyond what the disability office requires (Austin & Peña, 2017)

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• "Find out what the [students] could do well to determine how to accommodate the assignment to the students’ learning needs"(Austin & Peña, 2017) ​

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• Remember that identifying who needs help is not always possible or necessary (Gobbo, Shmulsky, & Bower, 2018)

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•  Create anonymous surveys that can give an understanding of strengths and weaknesses of students (Gobbo, Shmulsky, & Bower, 2018)

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Developing Collaboration:

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• Utilize the disability offices on campus (Koegel Autism center, DSP) and other individuals on campus to support the success of students with ASD  (Austin & Peña, 2017) ​

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• Talk to colleagues who have interacted with students on the autism spectrum and what they have learned from their experiences (Gobbo, Shmulsky, & Bower, 2018)

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