Autism: Practical Teaching Tips for the Sunday School Class

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

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

3. 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.

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

5. Structure and routine are important.
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.

6. An additional teacher or helper, someone the child knows, can help keep the child calm, on task, and ready to take her for a “peace break” if it is needed.

7. Try to let the child remain in the regular classroom for the parts that he can handle.
If he becomes overstimulated and needs to be away from the other children, have a peaceful corner or adjoining room available.

8. Knowing the child, have things that are soothing to her in that room.

9. Water is usually soothing.
Music, lava lamps, aquariums or fishbowls, bottles with oil and water and calming things floating in it, Thera-Putty, and squeeze balls may also have a calming affect.

10. If the child cannot handle being in the regular class, perhaps a few children could reverse mainstream.

11. Avoid having a teacher completely alone with the child, for the protection of both the child and the teacher.

12. Do the same activities as you do with the other children but adapt them to the way this child learns.

13. Many frustrations come from the child’s not being able to communicate.
If the child does not have a communication board or device, make a simple homemade one. Either on a board or in a book, place pictures of common items you and he may want to communicate. Include family members, pets, teachers, bathroom, water, blocks, nature items, trees, musical instruments, church, home, and so forth A finger or pointer can be used. Check with parents to see if any sign language is used.

14. Be patient.
The child may get stuck on a topics and not be able to go on until it is resolved in her mind.

15. Allow additional transition time; rushing is unsettling.

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

17. Protect the child’s self-esteem.

18. 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.

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