Understanding ASD
Autism spectrum disorder (ASD) affects each person in unique ways. Students with ASD may need support making sense of the world and how to participate in it.
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Defining
Autistic spectrum disorder or ASD is the name for a group of lifelong conditions that may affect communication, social interaction, and cognition (thinking). Asperger syndrome is part of the autism spectrum.
This animation aims to raise understanding and acceptance of autism. Designed to be shared with adults and children, it tackles the complex subject of autism with simple descriptions and positive language.
Closed Captions
Indications of ASD
Although every student with ASD will experience it differently, common characteristics may include:
- a strong desire to seek understanding and perfection
- hypersensitivity to sensory experiences
- intense fascination with a topic
- a focus on detail rather than the “big picture”
- direct speaking with a tendency to be honest and specific
- valuing creativity and problem solving over cooperation and collaboration
- actively seeking and enjoying solitude
- challenges with the managing and expressing emotions
- literal interpretations of what people say
- challenges interpreting and responding to social cues.
A diagnosis of ASD is made on the basis of observed behaviour. There are no blood tests, single defining symptom, or physical characteristics that are unique to ASD. Clinicians use careful observation of behaviours to determine whether a child’s difficulties are related to autism, or are better described by another condition.
The impact of ASD varies from person to person, and its effects vary for an individual depending on the situation and the person's emotional state.
13-year-old Rosie explains what it's like to grow up with autism – a condition which affects how children see life, and the way they relate to others.
No captions or transcript
Influence on learning
Students with ASD each have different strengths and preferences as learners. They experience their own set of challenges.
| Common strengths and preferences | Common challenges |
|---|---|
| Strong preference for well-planned, structured, predictable, routine-based environments | Coping with change, unfamiliar routines, a lack of structure |
| Strong preference for quieter, clutter-free, organised spaces | Sensory regulation |
| Special interest in particular topics and activities | Settling into learning |
| Processes visual information quickly | Processing and making sense of things, abstract thinking |
| Strong rote memory, retaining particular facts and details | Expressing information and ideas |
| Honesty | Verbal communication, social interaction |
Expect diversity when teaching students with ASD
Some students may need help with all day-to-day tasks.
Others may need:
- support in specific areas
- extended opportunities to explore and develop exceptional gifts and talents. Explore Twice-multi exceptional learners for more information.
Next steps
Return to the guide “ASD and learning”
How to use this site
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Understand:
- Understanding ASD
Strategies for action:
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Identify needs and how to provide supportShow suggestions for Identify needs and how to provide support
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Key areas to supportShow suggestions for Key areas to support
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Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
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Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13
