{"id":7838,"date":"2025-05-14T01:39:07","date_gmt":"2025-05-13T20:09:07","guid":{"rendered":"https:\/\/www.21kschool.com\/us\/blog\/teaching-students-with-autism-spectrum-disorders\/"},"modified":"2026-03-30T21:40:33","modified_gmt":"2026-03-30T16:10:33","slug":"teaching-students-with-autism-spectrum-disorders","status":"publish","type":"post","link":"https:\/\/www.21kschool.com\/us\/blog\/teaching-students-with-autism-spectrum-disorders\/","title":{"rendered":"Teaching Students with Autism Spectrum Disorders: Strategies"},"content":{"rendered":"\n<p>The <a target=\"_blank\" href=\"https:\/\/www.21kschool.com\/us\/blog\/what-is-education\/\">education<\/a>\r\n of a <strong>child with Autism Spectrum Disorders <\/strong>(ASD) <strong>demands<\/strong> intentional, <strong>inclusive <\/strong>and <strong>dynamic<\/strong>, and<strong> individualized strategies<\/strong>. Autism is a <strong>neurodevelopmental condition <\/strong>that <strong>affects<\/strong> the <strong>way <\/strong>in which a<strong> person interprets <\/strong>the <strong>world<\/strong> and <strong>relates to others.\u00a0<\/strong><\/p>\n\n\n\n<p>It has <strong>communication, sensory processing, social <\/strong>and <strong>behavior regulation<\/strong> <strong>issues<\/strong>. But it is found that<strong> every child with ASD is different<\/strong>. <strong>Structured <\/strong>and <strong>interesting activities<\/strong> may be <strong>employed to support children\u2019s development<\/strong> in <strong>emotional, social and sensory areas.&nbsp;<\/strong><\/p>\n\n\n\n<p>This <strong>article discusses<\/strong> the <strong>challenges encountered by students with ASD<\/strong> in the classroom setting, including <strong>practical teaching activities<\/strong> for development.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Understanding Autism Spectrum Disorders<\/h2>\n\n\n\n<p><strong>Autism Spectrum Disorder<\/strong> is not <strong>a diagnosis with a universal scope of application<\/strong>. It includes a <strong>broad set of strengths and challenges<\/strong> each <strong>differs from one child to another.<\/strong><\/p>\n\n\n\n<p>And possibly, <strong>some are great in the memory <\/strong>and <strong>attention to detail<\/strong>. But found to be<strong> weak in entering others\u2019 emotional world <\/strong>or their use of gestures. The others can have <strong>hypersensitivity to lights, sounds <\/strong>or <strong>textures<\/strong>.&nbsp;<\/p>\n\n\n\n<p>That is the <strong>first step in generating a <\/strong><a href=\"https:\/\/www.21kschool.com\/in\/blog\/positive-learning-environment\/\"><strong>positive learning environment<\/strong><\/a> to identify these varied experiences.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Challenges Faced by Students With ASD In Traditional Classrooms<\/h2>\n\n\n\n<p>There are several limitations that prevent the teaching of students with autism spectrum disorders. <\/p>\n\n\n\n<p>In conventional classrooms, where inclusivity is yet not rendered finds possibilities of social, behavioural, and language barriers.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">1. Communication and Language Hurdles<\/h3>\n\n\n\n<p><strong>ASD-affected students<\/strong> in the classroom might have<strong> late speech, repetitive speech, <\/strong>and <strong>be reluctant to interpret figurative language<\/strong>. Such <strong>barriers influence participation in <\/strong>the <strong>class <\/strong>and <strong>interactions with <\/strong>the <strong>peers<\/strong>.&nbsp;<\/p>\n\n\n\n<p>The <a href=\"https:\/\/www.21kschool.com\/in\/blog\/importance-of-communication-skills\/\"><strong>importance of communication skills<\/strong><\/a> is equally vital for each and every student, be it autistic or any other.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Solutions:<\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Utilize <strong>visual supports<\/strong> like <strong>picture schedules, communication boards <\/strong>and <strong>visual cues.<\/strong><\/li>\n\n\n\n<li><strong>Interactive solutions<\/strong> can use <strong>assistive communication tools<\/strong> (e.g.: <strong>PECS, AAC <\/strong>devices).<\/li>\n\n\n\n<li>Promote<strong> easy, straightforward speech <\/strong>and <strong>instructions<\/strong> that can be easily read.<\/li>\n\n\n\n<li>Implement <strong>social stories<\/strong> in order to learn <strong>context-specific language <\/strong>and <strong>interaction<\/strong>.<\/li>\n\n\n\n<li>Give <strong>enough time for processing <\/strong>and <strong>answering<\/strong>.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">2. Sensory Overload From Environment<\/h3>\n\n\n\n<p><strong>Bright lights, loud noises and chaos<\/strong> can be <strong>over-intense for ASD students<\/strong>, causing <strong>meltdowns, anxiety, <\/strong>or a <strong>child to withdraw<\/strong>. <strong>With <\/strong>humane <strong>patience and intellect<\/strong> these children can be <strong>developed to excel in different fields<\/strong>.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Solutions:<\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Establish<strong> sensory-friendly space<\/strong> or check space in the classroom.<\/li>\n\n\n\n<li>Please allow the use of<strong> noise canceling headphones, fidget tools <\/strong>or <strong>weighted blankets.<\/strong><\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Change the lights \u2013 use<strong> natural or tender lamps <\/strong>instead of the bright fluorescent bulbs.<\/li>\n\n\n\n<li>Lower background noise and <strong>prevent explosive noises<\/strong>.<\/li>\n\n\n\n<li>Provide <strong>scheduled sensory breaks<\/strong> during the day for self \u2013regulation.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">3. Complications in Social Integration<\/h3>\n\n\n\n<p><strong>Students with ASD <\/strong>have <strong>difficulty recognizing non-verbal clues, initiating contact, <\/strong>or <strong>holding friendships<\/strong> in many cases, resulting in <strong>social isolation<\/strong>. <\/p>\n\n\n\n<p>Such problems <strong>prevent <\/strong>students from experiencing <strong>peer interactions<\/strong> or having a <strong>social life<\/strong>.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Solutions:<\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Bring <a href=\"https:\/\/www.21kschool.com\/in\/blog\/social-emotional-learning\/#2_Peer_Mentoring_Programs\"><strong>peer-mentoring programs<\/strong><\/a> to consider<strong> inclusive friendships<\/strong>.<\/li>\n\n\n\n<li>Teach <a target=\"_blank\" href=\"https:\/\/www.21kschool.com\/us\/blog\/social-skills\/\">social skills<\/a>\r\n in a very explicit manner with <strong>role\u2013play and group games<\/strong>.<\/li>\n\n\n\n<li>Use<strong> visual scripts and cue cards<\/strong> for frequent social interactions.<\/li>\n\n\n\n<li>Promote <strong>organized group activities<\/strong> that have definite roles and expectations.<\/li>\n\n\n\n<li><strong>Reward<\/strong> good socializations.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">4. Limitations in Academics<\/h3>\n\n\n\n<p><strong>Inability to focus, perform executive functions, <\/strong>and <strong>distracted thinking<\/strong> may <strong>interfere <\/strong>with ability to <strong>perform in academics<\/strong>. With <strong>proper assistance<\/strong>, autistic kids can also <strong>perform in activities<\/strong> the way they are <strong>expected to be traditionally.<\/strong><\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Solutions:<\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Do not hold back from <strong>utilizing individualized education programs (IEPs)<\/strong> to fulfill specific learning needs.<\/li>\n\n\n\n<li><strong>Divide tasks into tiny achievable goals<\/strong> accompanied by visual directions.<\/li>\n\n\n\n<li>Provide for <strong>different evaluations<\/strong> (oral presentations, not written examinations).<\/li>\n\n\n\n<li>Apply <a target=\"_blank\" href=\"https:\/\/www.21kschool.com\/us\/blog\/special-education\/\">special learning<\/a>\r\n strategies including <strong>Applied Behavior Analysis<\/strong> (ABA), or task boxes.<\/li>\n\n\n\n<li>Offer<strong> individual or group consultation<\/strong> when necessary.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">5. Differences in Behaviour and Judgements<\/h3>\n\n\n\n<p>Students diagnosed with ASD are likely to<strong> display repetitive behaviors, rigid routines or extreme interests<\/strong>. These differences could be<strong> interpreted as <\/strong>deliberately<strong> being defiant or inattentive, hence misjudgements.<\/strong><\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Solutions:<\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Be concerned with<strong> positive behaviour support <\/strong>strategies, not punishment.<\/li>\n\n\n\n<li>Use <strong>behavioral interventions<\/strong> that are special plans of triggers and needs.<\/li>\n\n\n\n<li>Teach <strong>visual emotion charts <\/strong>or apps how to self-regulate.<\/li>\n\n\n\n<li>Make the right behavior stable through the <strong>reward system<\/strong>.<\/li>\n\n\n\n<li>Make sure to have all students<strong> follow a predictable routine<\/strong> and react in the same way to behaviors.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Effective Activities of Teaching for Students with Autism Spectrum Disorders<\/h2>\n\n\n\n<h3 class=\"wp-block-heading\">For Social Development<\/h3>\n\n\n\n<h4 class=\"wp-block-heading\">1. Emotion Cards<\/h4>\n\n\n\n<p><strong>Emotion cards<\/strong> are small <strong>picture charts<\/strong> to enable the students to <strong>relate to <\/strong>other <strong>emotions <\/strong>and <strong>articulate various feelings.<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Materials Required: <\/strong>Printed cards with facial expressions\/emotions<\/li>\n\n\n\n<li><strong>How to Do It:<\/strong> Present the student with a card and ask them to name the emotion or tell you a time when they experienced it.<\/li>\n\n\n\n<li><strong>Bonus Tip:<\/strong> Utilize a mirror, in combination with the cards, to allow the students to reproduce and internalize face gestures.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">2. Sharing Time<\/h4>\n\n\n\n<p><strong>Sharing time <\/strong>is one of the exercises that <strong>encourage<\/strong> their <strong>views on any topic in autistic students<\/strong>. This exercise is based on <strong>turn-taking <\/strong>and <a target=\"_blank\" href=\"https:\/\/www.21kschool.com\/us\/blog\/active-listening\/\"><strong>active listening<\/strong>.<\/a>\r\n<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Materials Required:<\/strong> Talking stick or object, timer<\/li>\n\n\n\n<li><strong>How to Do It:<\/strong> During circle time, a talking stick is passed around; each of the children gets a chance to share something.<\/li>\n\n\n\n<li><strong>Bonus Tip:<\/strong> Establish rules for active listening and give students a chance to pass, if they do not feel ready to share.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">3. How Would It Feel<\/h4>\n\n\n\n<p>It is a game that <strong>promotes <\/strong><a target=\"_blank\" href=\"https:\/\/www.21kschool.com\/us\/blog\/sympathy-vs-empathy\/#What_is_Empathy\"><strong>empathy<\/strong><\/a>\r\n through assuming <strong>different people\u2019s feelings<\/strong> in different circumstances by<strong> asking students \u201chow would it feel?\u201d<\/strong>.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Materials Required: <\/strong>Situation cards (for example, \u201cThat your friend lost his toy\u201d)<\/li>\n\n\n\n<li><strong>How to Do It: <\/strong>Read a card and ask the student what he or she would imagine a person might feel and why.<\/li>\n\n\n\n<li><strong>Bonus Tip: <\/strong>Use real-life examples to build emotional insight.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">4. What Would You Do<\/h4>\n\n\n\n<p>Asking basic questions like<strong> \u201cwhat would you do\u201d <\/strong><a href=\"https:\/\/www.21kschool.com\/in\/blog\/how-to-improve-problem-solving-skills\/\"><strong>develops problem-solving<\/strong><\/a><strong> <\/strong>and <strong>social reasoning <\/strong>in children with autism.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Materials Required:<\/strong> Scenario cards (e.g. \u201cSomeone pushed you by mistake\u201d, etc)<\/li>\n\n\n\n<li><strong>How to Do It: <\/strong>Present situations, and allow students to choose or act out proper responses.<\/li>\n\n\n\n<li><strong>Bonus Tip: <\/strong>Reward correct answers by giving praises or pictorial images of good choices.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">5. Name Game<\/h4>\n\n\n\n<p><strong>Name game<\/strong> is an easy ice-breaker activity to start<strong> personal recognition <\/strong>and <strong>attention<\/strong>.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Materials Required: <\/strong>None<\/li>\n\n\n\n<li><strong>How to Do It:<\/strong> In a circle, one calls out their name and does an action while others just echo the name and action.<\/li>\n\n\n\n<li><strong>Bonus Tip:<\/strong> Bring movement in for better engagement and retention.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">For Emotional Development<\/h3>\n\n\n\n<h4 class=\"wp-block-heading\">1. Coloring<\/h4>\n\n\n\n<p><strong>Coloring<\/strong> aids in <strong>regulating emotions <\/strong>and <strong>being attentive<\/strong>.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Materials Required:<\/strong> Coloring sheets, crayons or markers<\/li>\n\n\n\n<li><strong>How to Do It:<\/strong> Give theme based sheets (feelings, nature) and let the children color quietly.<\/li>\n\n\n\n<li><strong>Bonus Tip: <\/strong>Coloring acts as a medium of retreat from energy-packing activities.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">2. Calming Down Cards<\/h4>\n\n\n\n<p><strong>Calming-down cards<\/strong> teaches ways of <strong>handling overwhelming states<\/strong>.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Materials Required:<\/strong> Illustrated cards containing calming methods (such as deep breathing, counting to 10), etc.<\/li>\n\n\n\n<li><strong>How to Do It:<\/strong> Present the cards and allow the child to choose a strategy when he \/ she is unhappy.<\/li>\n\n\n\n<li><strong>Bonus Tip: <\/strong>Practise each of the techniques regularly, before it is needed in real time.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">3. Grounding Techniques<\/h4>\n\n\n\n<p><a target=\"_blank\" href=\"https:\/\/www.21kschool.com\/us\/blog\/how-can-students-cope-with-study-stress\/\">Children learn to cope with study stress<\/a>\r\n by<strong> identifying chaos <\/strong>within the moment with the help of<strong> grounding techniques.<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Materials Required: <\/strong>Grounding checklist or visual chart<\/li>\n\n\n\n<li><strong>How to Do It: <\/strong>Take the student through steps such as naming five things that they see and four things that they touch, etc.<\/li>\n\n\n\n<li><strong>Bonus Tip:<\/strong> Turn it into a game or a song to make it pleasant and memorable.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">4. Retreat Zone<\/h4>\n\n\n\n<p><strong>Retreat zone <\/strong>serves as a <strong>safe place to de-escalate or pause<\/strong> to notice and <strong>regulate hastened emotions.<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Materials Required:<\/strong> Cushions, soft lamps, fidget stuffs, visuals<\/li>\n\n\n\n<li><strong>How to Do It:<\/strong> Assign one corner of the classroom where the student can go and self-regulate.<\/li>\n\n\n\n<li><strong>Bonus Tip:<\/strong> Educate the students so that they learn that going to the retreat zone is an active choice, not a punishment.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">5. Mindfulness Activities<\/h4>\n\n\n\n<p><a href=\"https:\/\/www.21kschool.com\/in\/blog\/mindfulness-in-the-classroom\/#11_Mindfulness_Activities_for_the_Classroom\"><strong>Mindfulness activities<\/strong><\/a> promote <strong>self-awareness and emotional balance, <\/strong>and can be done in<strong> any quiet space<\/strong>.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Materials Required: <\/strong>Guided audio \/visual aids or breathing balls<\/li>\n\n\n\n<li><strong>How to Do It: <\/strong>Take a break in a safe and quiet space. Play a guided audio and breath sequentially while imagining the beauties in the audio. Rest by yourself and breathe mindfully.<\/li>\n\n\n\n<li><strong>Bonus Tip: <\/strong>Make sessions short (3-5 minutes) but consistent for maximum effect.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">For Sensory Development<\/h3>\n\n\n\n<h4 class=\"wp-block-heading\">1. Fidget Toys<\/h4>\n\n\n\n<p><strong>Fidget toys<\/strong> are <strong>squeezable art <\/strong>for <strong>sensory play and fun<\/strong>. They assist in <strong>maintaining focus<\/strong> and help to <strong>drop sensory stress<\/strong>.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Materials Required:<\/strong> Fidget spinners, putty, squishy balls<\/li>\n\n\n\n<li><strong>How to Do It:<\/strong> Allow students to use toys secretly on tasks.<\/li>\n\n\n\n<li><strong>Bonus Tip: <\/strong>Rotate toys to ensure that they keep children interested.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">2. Sensory Bin<\/h4>\n\n\n\n<p><strong>Sensory bin<\/strong> is a container with <strong>filler material<\/strong>. It stimulates<strong> tactile exploration.<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Materials Required:<\/strong> Bin with filled rice, beans, sand or foam, hidden objects.<\/li>\n\n\n\n<li><strong>How to Do It:<\/strong> Ask the student to locate and label objects in the bin.<\/li>\n\n\n\n<li><strong>Bonus Tip:<\/strong> Organize bins based on themes (letters, colors, animals for example) to improve <a target=\"_blank\" href=\"https:\/\/www.21kschool.com\/us\/blog\/what-is-learning\/\">learning.<\/a>\r\n<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">3. Sorting Out With Snacks<\/h4>\n\n\n\n<p><strong>Sorting out snacks<\/strong> is a funny<strong> approach to activate several senses<\/strong> and <strong>form categories<\/strong> in kids.&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Materials Required:<\/strong> Snacks with different colours (for example, cereal or gummy bears), sorting trays<\/li>\n\n\n\n<li><strong>How to Do It:<\/strong> Tell the students how to sort them, by colour, or shape or texture.<\/li>\n\n\n\n<li><strong>Bonus Tip: <\/strong>Make it a counting and pattern game.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">4. Musical Chairs<\/h4>\n\n\n\n<p><strong>Musical chairs<\/strong> are one of our favourite plays from childhood including music and chairs. It <strong>increases body awareness <\/strong>and <strong>responsiveness<\/strong>.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Materials Required: <\/strong>Chairs, music player<\/li>\n\n\n\n<li><strong>How to Do It: <\/strong>Play music and make students shuffle around chairs withdrawing one each round.<\/li>\n\n\n\n<li><strong>Bonus Tip:<\/strong> If something is too loud play with visual cues instead.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">5. Slime Experiments<\/h4>\n\n\n\n<p><strong>Slime experiments<\/strong> support <strong>tactile exploration <\/strong>and <strong>creativity<\/strong>.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Materials Required:<\/strong> Glue, baking soda, contact solution, food coloring.<\/li>\n\n\n\n<li><strong>How to Do It:<\/strong> Teach a group of students to make slime-they can mix it, squeeze it, stretch.<\/li>\n\n\n\n<li><strong>Bonus Tip:<\/strong> Provide gloves for those kids who are cautiously eschewing the slime. Work under adult guidance.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">In Conclusion<\/h2>\n\n\n\n<p>The<strong> educational instruction<\/strong> for students with <strong>autism spectrum disorders requires empathy, <\/strong><a href=\"https:\/\/www.21kschool.com\/in\/blog\/creative-thinking-skills\/\"><strong>creative thinking skills<\/strong><\/a><strong>, <\/strong>and <strong>flexibility. <\/strong><\/p>\n\n\n\n<p><strong>Understanding<\/strong> their<strong> difficulties <\/strong>and applying a<strong> structured plan <\/strong>can surely <strong>sort out <\/strong>maximum issues of<strong> feeling isolated <\/strong>and <strong>discriminated against.&nbsp;<\/strong><\/p>\n\n\n\n<p>With the help of <strong>sensory-active, and emotional activities teachers <\/strong>can <strong>create a setting <\/strong>with <strong>positive <\/strong>and <a href=\"https:\/\/www.21kschool.com\/in\/blog\/inclusive-education\/\"><strong>inclusive education<\/strong><\/a><strong>. <\/strong>When students with<strong> ASD <\/strong>are <strong>accorded <\/strong>the <strong>right support<\/strong>, they<strong> excel in <\/strong>their <strong>academic endeavor <\/strong>and <strong>learn life skills<\/strong>.<strong>&nbsp;<\/strong><\/p>\n\n\n\n<p>Never forget that<strong> inclusion is more than<\/strong> simply<strong> giving access.<\/strong> It is <strong>engagement, empowerment and neurodiversity<\/strong> that is to be respected.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The of a child with Autism Spectrum Disorders (ASD) demands intentional, inclusive and dynamic, and individualized strategies. Autism is a&#8230; <a href=\"https:\/\/www.21kschool.com\/us\/blog\/teaching-students-with-autism-spectrum-disorders\/\" class=\"read-more\">Read More<\/a><\/p>\n","protected":false},"author":35,"featured_media":7839,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[32],"tags":[],"class_list":["post-7838","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-teaching"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.3 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Teaching Students with Autism Spectrum Disorders Effectively<\/title>\n<meta name=\"description\" content=\"Facing challenges in teaching students with autism spectrum disorders? 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