When I reflect on the many roles we each play within our communities—whether as educators, parents, or public servants—I’m reminded of the importance of creating spaces where every child feels seen, supported, and valued. For children with learning differences, especially those diagnosed with Autism Spectrum Disorder (ASD), that sense of belonging and success doesn’t happen by chance. It requires intentional planning, patience, and deep understanding.

Throughout my career as a special education teacher within the New York City Department of Education, I’ve had the privilege of working with students with a wide range of learning disabilities—each with their own strengths, needs, and ways of experiencing the world. Currently, I serve in the Horizon Program, a highly specialized, self-contained kindergarten class for students with ASD in an 8:1:1 setting. Every day, I see the profound impact that structure, consistency, and individualized support can have on a child’s ability to grow, connect, and thrive.

Over the years, I’ve learned that while no two students are alike, there are common strategies that can help support those with ASD and other learning differences. Among the most effective are the use of daily routines, visual cues, positive reinforcement, and gentle redirection. These approaches may seem simple, but in practice, they offer children the clarity and comfort they need to fully participate in both learning and life.

At the heart of this work is human connection—meeting each child where they are and helping them move forward with compassion and care. With strong collaboration between educators, families, and community leaders, we can create environments that not only accommodate differences but truly celebrate them. Every child deserves the opportunity to feel included, supported, and empowered—and together, we can make that possible. This is what helps me as the teacher in my current position:

Daily Routines

Daily routines provide a familiar structure that can help children with ASD understand what to expect, reducing anxiety and encouraging participation. For instance, in a classroom setting, teachers can use visual schedules to map out the day's activities. This helps students anticipate what will happen and prepare for transitions, reducing uncertainty and stress.

Visual Cues

Visual cues are another powerful tool for supporting children with ASD. These can be in the form of images, symbols, or even physical objects that represent different activities or expectations. For example, a picture of a book might signify reading time, while a symbol of a mouth might indicate that it's time to eat. Visual cues provide an effective non-verbal way for children with ASD to understand their environment and communicate their needs.

Positive Reinforcement

Positive reinforcement is a strategy used to encourage desirable behaviors. This can be especially effective for children with ASD, who may struggle with social interactions or behavioral expectations. By rewarding good behavior - such as sharing, following instructions, or completing tasks - with praise, attention, or tangible rewards, children with ASD are motivated to repeat these behaviors.

Redirection

Redirection is a technique used to guide a child's behavior by shifting their attention from an undesirable activity to a more appropriate one. This can be particularly helpful for children with ASD, who may become fixated on specific actions or items. By gently guiding their attention elsewhere, educators and parents can help these children engage in a broader range of activities and experiences.

In addition to these strategies, there are a number of resources that can further support children with ASD. Communication boards, token boards, and social stories are all tools that can help these children understand and navigate their social world. Sentence starters with visuals underneath the words can also be a powerful tool, providing a structured way for children with ASD to express their thoughts and feelings.

However, none of these strategies and resources would be effective without one-on-one interaction. This requires patience, commitment, and a willingness to understand and meet these children on their level. As public servants, educators, and community leaders, we must all strive to create an inclusive environment that acknowledges and caters to the unique needs of all our citizens.

This is far from a comprehensive list of strategies and resources available to support children with ASD. However, it provides a starting point for those looking to improve the inclusivity and accessibility of their services, programs, and initiatives. Our children deserve nothing less.

References:

Allen, K. E., & Cowan, R. J. (2009). Positive reinforcement in the classroom. Teaching Exceptional Children Plus, 5(4) Article 3. Retrieved from https://files.eric.ed.gov/fulltext/EJ967747.pdf
Banda, D. R., Hart, S. L., & Liu-Gitz, L. (2010). Impact of Training Peers and Children with Autism on Social Skills during Center Time Activities in Inclusive Classrooms. Research in Autism Spectrum Disorders, 4(4), 619–625. https://doi.org/10.1016/j.rasd.2010.01.006
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson/Merrill-Prentice Hall.
Flannery, K. B., & Horner, R. H. (1994). The Relationship between Predictability and Problem Behavior for Students with Severe Disabilities. Journal of Behavioral Education, 4(2), 157–176. https://doi.org/10.1007/BF01560675
Gray, C. (1995). Teaching children with autism to ‘read’ social situations. In K. Quill (Ed.), Teaching children with autism: Strategies to enhance communication and socialization (pp. 219–242). Albany, NY: Delmar.
Kravits, T., Kamps, D., Kemmerer, K., & Potucek, J. (2002). Brief Report: Increasing Communication Skills for an Elementary-Aged Student with Autism Using the Picture Exchange Communication System. Journal of Autism and Developmental Disorders, 32(3), 225–230. https://doi.org/10.1023/A:1015408301032

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