| The knowledge of the characteristics of learning in | | | | setting (mainstream) for most students with |
| the autistic classroom setting leads to | | | | autistic behavior individualized personal instruction |
| understanding and customized educational forms | | | | (IPI) is essential. Individualized teaching should |
| of action. This aspect is particularly helpful because | | | | supplement class teaching where sensible. In any |
| students with autistic behavior only can do little to | | | | case, IPI should never lead to an isolation of the |
| contribute to the direct understanding of their | | | | student.o Differentiation of teaching method |
| behavior in the situation and this could lead to | | | | Action-orientated learning is extremely frustrating |
| misinterpretations. | | | | for students who have difficulties to use arbitrary |
| Promotion of communication and social integration | | | | motor function. |
| have priority.o Structuring classes | | | | They often canplan actions abstractly, but do not |
| Human, spatial and temporal rhythm structure of | | | | have the ability to implement these actions. This |
| the day-to-day school life are essential elements | | | | should be taken into account when planning |
| to give autistic students structure and guidance. A | | | | lessons and, where appropriate, be compensated |
| regular schedule with clear assignments of people | | | | by differentiation of the execution or by repeating |
| and rooms in advance provides with the security, | | | | the instruction.o Intrinsic activity |
| reliability and guidance which they need to a high | | | | Education should constitute a notably challenge to |
| extent.o Opening up of diverse communication | | | | intrinsic activity for students with autism. Often |
| and interaction opportunities | | | | students' behavior can be described as being |
| The need for contact, exchange and | | | | passive with a tendency to self-stimulation. This |
| communication should strictly be met. In class, this | | | | doesn't necessarily have to mean disinterest. The |
| mandate is of particular importance because | | | | cause may possibly come from the incapacity to |
| without a functional communication system, | | | | perform an action. Therefore, new motion |
| academic achievements and skills cannot be | | | | patterns have to be initiated that expand the |
| demonstrated. The concept of Facilitated | | | | repertoire of behavioral patterns.o Learning within |
| Communication-FC was developed to expand | | | | the community with applied individual help |
| communication skills which include a wide range of | | | | Learning within the community includes: |
| nonverbal communication systems. FC itself is not | | | | 1. Participation in social life. |
| a form of therapy, but is a method of | | | | 2. Imitation behavior. With all group learning |
| communication in the sense of supported | | | | processes, imitation behavior plays a special role |
| communication, that in combination with other | | | | for autistic students. They select their models |
| forms of communication might offer a broadening | | | | based on individual, subjective meaning. |
| of communication possibilities for children with | | | | 3. Applied individual help for structuring support, |
| autism disposition. | | | | prevention of uncontrolled behavior, and coping |
| Nevertheless, the active promotion of language | | | | with complex actions.o Respecting the unusual |
| and comprehension of speech takes precedence | | | | view of the people and the world |
| over the non-verbal communication.o Adequacy of | | | | The realities of life for people with autism are |
| coursework | | | | characterized by: - limitations of experiencing the |
| The behavior demonstrated by students with | | | | world, - different weighting of perceptions and |
| autism often leads to confusion and | | | | assessment of experiences. Often they are not |
| misperceptions about the actual learning levels. | | | | able to transfer their experiences to new |
| Underchallenging can evoke the same withdrawal | | | | situations and they lack the comprehension of |
| and refusal behavior like overburdening. The | | | | situational similarities. Thus, their world of |
| adequacy of coursework can often be very | | | | experience is different from ours. They neither |
| difficult to evaluate.o Differentiation of the | | | | have access to many topics in class, nor |
| organizational form | | | | consistent experiences, and interest. |
| In addition to learning within the general classroom | | | | |