As students on the autism spectrum become more and more integrated into general education classrooms, some general education teachers may be comfortable having an autistic student in class while others may feel discomfort or fear or may even feel overwhelmed and unsure. It’s important to understand that these feelings are valid and that becoming more confident supporting autistic students can be challenging, especially for teachers who have not had experience or training in this area. Let’s take a minute to review those feelings and behaviors.

When an autistic student is initially included in a general education class, that student can enter with a preconceived reputation based on prior interactions between the student, the student’s family, and other school staff. These reputations can shape the inclusion experience for both the teacher and the student. In many cases, if the reputation is positive, the inclusion process is often approached with confidence. In other cases where the reputation is less favorable, the process can be filled with resentment, discomfort, and even anger. These feelings can also be generated when a teacher feels unsure or inadequate in his or her skills. The anger and resentment may have nothing to do with the student but could be because of the teacher’s personal response to the situation.

Most of us have experienced situations where we felt we were not skilled enough to complete a task well. In those situations, our emotions may overwhelm us, and we may become very defensive in our response, standoffish in meetings, may present negative body language, and/or simply appear angry. After many years of teaching, it can be uncomfortable to feel seen as someone who can’t accomplish a task, and that can diminish our self-confidence and threaten our professional identity. Even if the task (including an autistic student) is accomplished, there may be areas for improvement. We can feel as if everything has been tried when, in fact, an emotional barrier can mask our ability to reflect on the situation more constructively.

These feelings are not new. Teachers have long felt unprepared to have students with an autism spectrum disorder in their classes, but there are solutions to help teachers, and their students, feel more capable. Those of us who have supported autistic individuals and feel confident in our abilities can lend support to our fellow teachers as well.

As we all know, knowledge is power, and this is particularly true when teaching autistic students. There are several questions that general education teachers can ask that may assist them in preparing for their new student. One question that is not always helpful, however, is “Will the autistic student have a paraprofessional assigned to him/her?” Whenever possible, a paraprofessional may be in the general education classroom to support the autistic student until the teacher is comfortable on his/her own, after which the paraprofessional’s role will often fade. In some cases, though, the student may have a one-on-one paraprofessional with them in general education classroom throughout the school year.

Every student with autism should have documentation of all the test results, behavior plans and IEPs created for that child. While these materials can be useful, they do not provide a complete picture of the child. There are several other questions that the general education teacher can ask which can be more

helpful when planning to include an autistic student in their classroom. Some of these questions can be answered simply, while others may be lengthier.

The first question to ask is if your school has an autism or behavior consultant with whom you could speak. If so, how can this person be contacted? Does this student have a Speech-Language Pathologist or Occupational Therapist at school, and what is their contact information? Will this team meet with you to go over the full plan for the autistic student? Will the team support the general education teacher when difficulties arise?

The following questions can help general education teachers get to know the specific autistic student and can offer the teacher insights that are different from test scores and IEP goals.

• Can I have a copy of the student’s IEP at-a-glance?
• What are the student’s strengths?
• What are the student’s interests or preferences?
• Are there any reinforcers I can use to motivate the student to learn and make good behavior choices?
• Who will explain all the jargon and special education language to me?
• Is there a behavior plan? Who can review it with me?
• Is there a transition plan (to start in general education class)?
• What is the plan?
• What is my role?
• Can the family visit me and/or the school before the first day?
• How do I talk to other students about the challenges of this student? Does this student know he/she has autism?
• Who has worked successfully with the student in the past? Can I talk to the previous teacher?
• Are there any accommodations or modifications listed on his/her IEP?
• Does this student take medication? What is the medicine for?
• What are the student’s fears and frustrations?
• What are the student’s learning needs?
• Where should the student sit to maximize participation in each class?
• What environmental changes might be needed (seating type, choose peer to sit with)?
• Does the student need a quiet place to go to regroup?
• Where should it be?
• What are the student’s sensory issues related to lighting, sounds, smells, space, and other issues?
• How often should the student have a sensory break?
• Is this break inside or outside the classroom?
• Is the student verbal?
• If not, how does this student communicate?
• Does the student have a communication system/device?
• If so, how is the system used?
• What can this student do independently?
• Does the student have any friends?
• What is the best way to provide support or suggestions?
• What is the best way to communicate with the parents and the rest of the team?
• How often will we meet (to provide feedback and suggestions)?
• Who else will need to know this information, (e.g., lunchroom monitors, recess supervisors, ‘specials’ teachers)?
• How can we share information with others?
• Can I ask for a meeting if I need support?

All these questions may seem overwhelming at first, but learning the answers will be valuable to the teacher. While it can be challenging having a student with an autism spectrum disorder in class, it is beneficial to turn the situation into a positive one; it is not all difficult. Be sure to seek the answers to the following important questions as well:

• What are some professional development opportunities for teachers who have a child with autism in their classroom?
• What particular qualities or skills does the student bring?
• How does the entire class grow together?

Teaching should be a dynamic process that encourages teachers and students alike to challenge themselves and grow. Too often, as teachers, we can feel like we are “in the groove” when things come easily to us, and we might fall into the pattern of “we’ve always done it this way.” Perhaps we need to rethink the groove and realize it might be a rut instead. The longer we are in a rut the harder it is to climb out and try something new. Instead of looking at a child with an autism spectrum disorder as a burden or something that can make you seem incompetent, see the situation as an opportunity to learn new ways of looking at old problems: a chance to rekindle the challenges and pay-offs that teaching can give. Take the time to enjoy each of your students and be a teacher who realizes there will be bumps along the way. These bumps can be opportunities for growth rather than roadblocks to accomplishing your goals.

Second edition (2025) written by Melissa Dubie, M.S.

(Original written by Kim Davis, M.S., 2011)