The Need for Support, Learning Environments, and Technology Use

Abstract

Children with ASD have to overcome more problems than most of their neurotypical peers; they struggle with sensory issues, communication, social skills deficits, and challenging behavior. Ordinary environments can become overwhelming or painful because of a hypersensitive or hyposensitive sensory system. The information most people filter effortlessly becomes an overload, and many times this leads to anxiety, stress, and frustration. Coping with any environment can be difficult, and instructional environments can be especially challenging because of the demands that are placed on the learner. In order to help a learner with ASD achieve and thrive in an instructional setting, knowledgeable teachers, support systems for communication, positive social interaction, and a structured learning environment are needed. Stimulus overselectivity, cognitive inflexibility, stereotypical behaviors, communication difficulties, a lack of academic motivation, the inability to take the perspective of another, and social skills deficits are challenges reviewed in this chapter. Support for these areas must be provided for success in an instructional environment. In addition, the instructional setting must be learner-centered, flexible, accommodating, and created using the following best practices for effective educational practice: individualized support, services for families, systematic instruction, family involvement, and other components discussed in the literature (Iovannone et al. 2003).