ASD / Autism

How Autism Can Affect Learning

While there are typical components and symptoms of ASD that affect learning, each person’s experience may vary. Some people with ASD may have comorbid conditions, diagnoses or disabilities, increased sensory sensitivities, or they could have difficulty identifying the diagnosis.

We see many aspects of ASD affect a student’s ability to learn. However, some common factors observed include, but are not limited to, lowered flexibility with processes, difficulties adopting new concepts or strategies, and boredom or avoidance of certain tasks or topics.

Potential difficulties may also be present in the following areas:

Neurological

• Saliency, understanding what is less or more important
• Differentiating main concepts from details

Language Processing

• Determining the purpose or message within spoken or written language
• Comprehension of abstract language or concepts
• Higher cognitive reasoning or language processing skills, such as inferring or drawing conclusions

Communication

• Understanding non-verbal cues
• Perspective-taking
• Ability to discern other’s interests, ideas, and desired activities from own

Behavioural / Social

• Self-regulation
• Resiliency
• Ability to problem solve when faced with difficult tasks

What the Student with Autism Needs

Through safe learning and specialized approaches, we recognize students with ASD require an instructor who understands their diagnosis. This requirement is accompanied by a need for their instructor to be curious about each individual’s mind while maintaining the observation abilities necessary to learn about the student. Our instructors are able to differentiate the teaching needs of the student, ensuring they are learning in the best way possible. Structure and assurance are key when instructing a student with ASD. This is accomplished with the development of the student’s independence in learning, the connection between instructor and student, and one-on-one teaching.

The experience is essential in holding students’ focus and offering an encouraging space. We do our utmost to provide a positive learning experience with every session by building on their success, resulting in an easier process for the student. We know flexibility is key during each session for students with ASD. Our instructors accommodate the student’s daily learning state while also maintaining routine, predictability, and stability, ensuring a safe experience.

To cultivate a distraction-free environment, Mind Over Learning’s center offers low to no visual or auditory stimuli. Each instructing space has ample room for the students to move and learn. With positive and friendly staff, we maintain a healthy and familiar space for everyone.

Understanding Your Child at Mind Over Learning

We recognize different diagnoses or neurological designs can exhibit the same or similar symptoms, allowing us to understand each student individually. Actively seeking awareness as to why symptoms are present, aids us in tailoring our remediation on a causal basis.

The discovery and assessment processes are highly important in gaining insight into the student’s learning experience with us. With this knowledge, we can then pair the student with the right personality, while determining an effective, safe, and engaging teaching strategy for the individual. This also allows us to modify the teaching plan to focus on skills the student requires, not wasting time on known concepts or skills.

We present structure and consistency with given choices and guided autonomy, knowing this will set the student up for success and build their confidence. Through the use of individualized topics, teaching concepts and skills will not be encumbered with curriculum-based topics or timelines. With ASD specifically, we understand that it may be necessary to break down skills into digestible increments and teach in isolation to mastery. Learning is not a standardized process, and with that knowledge, we find the best pace for each student to thrive.