1. Autism is a spectrum disorder. Children with autism display a range of behaviors and abilities from very mild to quite severe.  In other words, the word autism can describe a child who fits anywhere within that range.
  2. Always use 'child-first' language or 'people-first' language when describing the child. The child in your classroom with autism is just that -- a child with autism and not an autistic child.  People-first and, in this case, child-first language helps others see that you view the child first and the disability second.
  3. Focus on the child's interests. When trying to encourage a child with autism to play, focus on the interests of the child and make interactions with others as natural as possible.
  4. Novel situations can be overwhelming. Recognize that children with autism may have difficulty adjusting to new play situations and new play materials.
  5. The environment is important. Children with autism need a special place in the room where they can go without distraction and without all the sensory input they receive elsewhere.
  6. Social skills training should begin early. Learning how to respond in social situations should begin as early as possible. It is a critical skill for children to possess and enables them to interact with others more easily.
  7. View parents as partners. Parents often agree that the one thing a teacher can do to understand their perspective is to be respectful of their opinions and treat them as valued contributors.
  8. Value the uniqueness of each child. Each child is unique, and while she may have characteristics typical of other children with autism, she will have other characteristics that are not.
  9. There is no one single method that works.  There is no magic pill or specific program that can cure or fix autism. While many programs and methods have been tried and are successful with some children, they may not be successful with others.  Look for methods with a solid research base.
  10. Learning about autism is a process. Learning about autism is not about a product; it is about a process of gathering information and making informed choices, based on the needs of the individual child.

Contributed by Clarissa Willis, Ph.D.  Dr. Willis has worked for the past 20 years on behalf of children with autism spectrum disorder and their families. She is the author of five books including the award-winning titles Teaching Young Children with Autism Spectrum Disorder and Inclusive Literacy Lessons for Early Childhood. Her articles on child development and early childhood special education have been published both nationally and internationally. Formerly an Associate Professor of Special Education and the Associate Director of the Center of Excellence in Early Childhood Learning and Development at East Tennessee State University, she currently works as an early childhood consultant and frequent speaker at national and international conferences. Dr. Willis lives in Winston-Salem, North Carolina.