·         Get to know the child.  Discover likes/dislikes.  Learn from the parents teaching techniques that work best for their child.  What are the high interest areas and are these things that are sure to irritate the child.

·         Be aware that sights, sounds, tastes, touch may be greatly intensified.  A tag in a shirt or a scratchy slip may feel like sandpaper to them.  “Sunday clothes” can be some of the most uncomfortable.  There will be times when some things can be tolerated and other times when it can not.  A hug may be truly painful at times.  A strong perfume or smell cam set them off.  Lights, noise and loud sounds may be actually hurting their eyes and ears.

·         Make class interesting – Be early, prepared, and excited about what you present.  Hands-on activities can often be successful.  Be aware of the child’s learning styles and interests.

·         Pray for wisdom, strength, patience, and pray for the child and his family.

·         Structure and routine are important.  You will find that “special days” are more difficult for the child to handle, - holidays, high attendance Sundays, visitors in the class or substitute teachers – anything out of the ordinary.

·         An additional teacher or helper, that the child is familiar with, can help keep the child calm, on task and ready to take them for a “peace break” if it is needed.

·         Try to let the child remain in the regular classroom for the parts that they can handle.  If they become over stimulated and need to be away from the other children, have a peaceful corner or adjoining room available.

·         Knowing the child, have things that are soothing to them in the room.

·         Water is usually a soothing item.  Music, lava lamps (if in a safe place), aquariums or fish bowls, bottle with oil and water and claming things floating in it.  Thera-Putty and squeeze balls may also have a calming affect.

·         If the child can not handle being in the regular class, perhaps a few children could do some reverse mainstreaming.

·         You will probably be able to do some of the same activities as you do with the other children but adapt them to the way this child learns.

·         Many frustrations come from the child not being able to communicate.  If the child does not have a communication board or device, you can make a simple, homemade one.  Either in board form or in a book, have pictures of common items that you and he may want to communicate.  Examples might include family members, pets, teachers, bathroom, water, blocks, nature items, trees, musical instruments, church, home, etc.  Check with parents to see if any sign language is used.  Displaying a schedule of upcoming activities of the day using pictures can provide comfort to the child by taking away the anxiety of not knowing what is coming next.

·         Be patient.  The child may get stuck on a topic and not be able to go on until it is resolved in their mind.

·         Allow additional transition time – rushing is unsettling.

·         Don’t allow your emotional level to escalate with the child’s.  Remain calm.

·         Protect the child’s self-esteem.

·         Provide a safe, loving environment where all children can learn about Jesus.  Allow every child to be accepted and feel God’s love shown to him through others.

·         These are just a few suggestions.  Due to the broad spectrum of Autism, suggestions for what to do should be done on an individual basis.