Implementing Structure through the School Day for a Child/Student with Autism Spectrum Disorder

Abstract

Students with Autism Spectrum Disorder (ASD) learn best when they are provided with structure. A structured teaching approach provides the tools students need to fill the deficits they have in organising, focusing, and planning, collectively known as executive functioning skills. Providing a structured learning environment will enable the students to understand what is expected of them and what is happening during the day. This paper will explore the core deficits of Autism and how students can be supported to reduce their anxiety, understand, and navigate the world around them and achieve their full potential, by providing them with a structured learning environment, throughout their day. It will highlight the importance of visual support to aid understanding and communication alongside Work Systems and Schedules to provide clear expectations throughout the child’s day. As such, this paper will explain how the structured teaching approach can be implemented in all school environments for students with ASD.