[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595972-105":3,"detail-sidebar-cat-0-en-105":79,"doc-detail-595972-en":129},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":72,"head_meta":74,"extra_data":76,"updated_unix":78},105,"en","removing-barriers-to-learning-for-children-with-autism-spectrum-disorder","Removing Barriers to Learning for Children with Autism Spectrum Disorder","","Removing Barriers to Learning for Children with Autism Spectrum Disorder examines why increasing numbers of children diagnosed with ASD require coordinated action from parents, educators, and specially trained instructional resource teachers. The paper presents practical strategies for effective educational programming, emphasizing visual aids, multimodal interventions, and approaches for challenging behaviour. It highlights individualized implementation based on students’ communication, socialization needs, interests, and skill levels, promoting inclusive classroom practices that benefit all learners.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/removing-barriers-to-learning-for-children-with-autism-spectrum-disorder/595972/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":48,"encodingFormat":47,"isAccessibleForFree":49,"interactionStatistic":50},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/removing-barriers-to-learning-for-children-with-autism-spectrum-disorder/595972.png","ImageObject",300,407,{"name":42,"@type":43},"Anna Hans","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":51,"interactionType":52,"userInteractionCount":22},"InteractionCounter",{"@type":53},"ViewAction",{"@type":55,"mainEntity":56},"FAQPage",[57,63,67],{"name":58,"@type":59,"acceptedAnswer":60},"What is the main goal of the paper for children with ASD?","Question",{"text":61,"@type":62},"To provide educators with strategies and educational methods that support effective educational programming for students with autism spectrum disorder.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"How do visual aids help students with ASD?",{"text":66,"@type":62},"Visual aids leverage visual strengths and support learners who struggle with abstract thinking, helping them predict activity length, understand expectations, and manage behavior in and out of school.",{"name":68,"@type":59,"acceptedAnswer":69},"What are daily schedules used for?",{"text":70,"@type":62},"Daily schedules reduce anxiety by clarifying subjects and activities, setting expectations for the day, and supporting transitions between activities.","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},595972,1792106913,{"code":4,"msg":80,"data":81},"success",[82,86,90,94,99,104,108,113,118,121,125],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":83,"show_sort_weight":84,"slug":85},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":87,"show_sort_weight":88,"slug":89},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":106,"slug":107},7,40,"healthcare",{"id":109,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},8,"Research & Report",30,"research-report",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},9,"Religion & Spirituality",20,"religion-spirituality",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":116,"slug":120},"World Cup","world-cup",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":122,"slug":124},10,"Lifestyle","lifestyle",{"id":126,"doc_module":4,"doc_module_name":25,"category_name":127,"show_sort_weight":95,"slug":128},19,"General","general",{"code":4,"msg":80,"data":130},{"doc_id":77,"user_id":131,"nickname":42,"user_avatar":132,"doc_module":4,"category_id":105,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":100,"language":138,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":12,"update_tm":142,"read_time":143},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Removing Barriers to Learning  \nfor Children with Autism Spectrum Disorder  \nJennifer Pawlett  \nAbstract  \nThere is a significant increase of children diagnosed with autism spectrum disorder (ASD); therefore, parents, educators, and specially trained instructional resource teachers need to come together to provide effective programming for these children. This paper provides a number of strategies and educational methods to assist educators in providing effective educational programs for students with ASD. This paper focuses on visual aids, multimodal interventions, and strategies for challenging behaviour so students receive the education that is most suited for them.  \nThe past few decades has shown an increase in the number of students diagnosed with autism spectrum disorder (ASD) . Individuals with ASD commonly have difficulties with communication and socialization and may have a narrow range of interests (“Teaching Young Children,” 2016) . Given broad calls for meaningful access and inclusion for all, educators are tasked with implementing effective educational programs that include strategies to provide access to curriculum and teach these children. Educational methods and strategies will vary for individual students, based on their unique interests and skill levels. Children with ASD have diverse interests, strengths, and challenges; therefore, what works for one child may not work for the next. Strategies to help students with ASD in the classroom include visual aids, multimodal interventions to enhance communication, and strategies to support students with challenging behaviours. Practice born in the universal design for learning begins with a holistic conception of the potential for many possible learning experiences, in which the emphasis shifts from a focus on the benefits to an individual to the benefit of the whole community (Baglieri, Valle, Connor, Gallagher, 2011), by incorporating a variety of strategies into the classroom weare creating a more inclusive atmosphere that benefits all students, not only those who have ASD.  \nVisual Aids  \nMany students with ASD struggle with abstract thinking (Knight & Sartini, 2015), but often have visual strengths; therefore, visual aids are one of the most common strategies for educators to use with their students. Students with ASD may face challenges in predicting how long an activity will take and are dubious about when the activity is complete; visual aids are a particularly effective tool to support students who face these challenges. Visual supports guide appropriate behaviour and promote proper functioning in and out of school (Young, Falco, & Hanita, 2016) . Visual aids range on a continuum from concrete objects and pictures to symbols (Government of Newfoundland and Labrador [GNL], 2003) . There are many examples of visual aids (for example, see “English Visual Images,” 2008) . When and how to use visual aids depends on the individual’s comprehension level as well as where the student falls on the autism spectrum. Some of these examples include daily schedules and social stories.  \nDaily schedules can be used as a way of reducing anxiety throughout the day by clarifying what subjects or activities will be involved, what to expect throughout the day, and whether there are any changes to the daily routine. A high percentage of students with ASD also experience anxiety; therefore, having a schedule for the student can assist in developing a sense of time and knowledge of how long they will be participating in an activity and when to transition from one activity to the next. Depending on the severity of the disorder and their processing levels, they may need tactile objects attached to the schedule or may simply need a  \nsymbol to represent the picture. As a classroom teacher, I have used large-scale schedules posted on the wall in conjunction with individual schedules on the students’ desks. Portable schedules are another option that can be used, whereby the students t","cbCaicN3Jy9I9G2K","https://ap.wps.com/l/cbCaicN3Jy9I9G2K","pdf",401902,"English","# Abstract\n# Visual Aids\n## Daily schedules\n## Social stories","[{\"question\":\"What is the main goal of the paper for children with ASD?\",\"answer\":\"To provide educators with strategies and educational methods that support effective educational programming for students with autism spectrum disorder.\"},{\"question\":\"How do visual aids help students with ASD?\",\"answer\":\"Visual aids leverage visual strengths and support learners who struggle with abstract thinking, helping them predict activity length, understand expectations, and manage behavior in and out of school.\"},{\"question\":\"What are daily schedules used for?\",\"answer\":\"Daily schedules reduce anxiety by clarifying subjects and activities, setting expectations for the day, and supporting transitions between activities.\"}]","Removing Barriers to Learning for Children with Autism Spectrum Disorder | PDF",1792082209,15]