Effective teaching strategies for students with autism spectrum disorder (ASD) in mainstream schools revolve around creating a structured yet flexible environment that caters to their individual needs. A unique approach combines visual supports, predictable routines, and personalized learning pathways based on the student’s interests and strengths. Incorporating tools for emotional regulation, such as social stories and calming spaces, helps students manage anxiety and improve focus. Communication should be supported through visual aids or alternative systems, even for verbal students, while complex tasks are broken down into smaller, manageable steps. Sensory-friendly classrooms, offering tools like fidget items or noise-reducing headphones, allow students to self-regulate without disruption. Additionally, role-playing and peer buddy systems promote social inclusion and life skill development. Ultimately, teachers must act as adaptive mentors, continuously evolving their methods to support neurodiverse learners effectively.

Effective teaching strategies for students with autism in mainstream schools include creating a structured and predictable environment, using visual supports, simplifying instructions, providing positive feedback, and incorporating sensory strategies. Additionally, fostering social skills through activities like cooperative learning and social stories, and building on individual strengths and interests are crucial.

Efficient pedagogical tactics for autistic children in mainstream schools emphasize developing ordered, encouraging, and personalized educational platforms that match their distinct social, communication, and sensory necessities. Research asserts that implementing a structured methodology that improves student participation and learning achievements is vital. Creating clear routine patterns, visual support systems, and consistent schedules are crucial for reducing anxiety and augmenting understanding in teaching. Vissual supports, such as schedules, prompts, and tools, are especially beneficial because many autistic learners are inclined to utilize pictures or other visual elements to understand ideas (Hodgdon, 1995).

Moreover, personalized learning concerning communication skills and social interactions is crucial. Strategies such as Applied Behavior Analysis (ABA) and social skills training have significantly boosted effective communication and positive peer interactions in these students' daily settings (Reichow, 2012; Bellini, 2006). Additionally, collaborative teaching allows special education specialists to work together with ordinary teachers, leading to ongoing integration of adaptations and facilitation of classroom activities (Kamps et al., 2015). Furthermore, coping with sensory hypersensitivity is a symptom of autism, helps maintain a conducive learning environment. Adjustments like offering quiet places or opportunities for sensory relief breaks help manage sensory difficulties among autistic children (Ashburner, Ziviani, & Rodger, 2008).

To sum up, a successful strategy includes structured learning environments, visual supports, interpersonal and communicational individualized interventions, collaborative teaching, and sensory remedy to guarantee successful learning for autistic children in mainstream schools.

References:

Ashburner, J., Ziviani, J., & Rodger, S. (2008). Sensory processing and classroom emotional, behavioral, and educational outcomes in children with autism spectrum disorder. American Journal of Occupational Therapy, 62(5), 564-573.

Bellini, S. (2006). Building social relationships: A systematic approach to teaching social interaction skills to children and adolescents with autism spectrum disorders and other social difficulties. Autism Asperger Publishing Company.

Hodgdon, L. A. (1995). Visual strategies for improving communication: Practical supports for school and home. QuirkRoberts Publishing.