[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-586655-105":59,"doc-detail-586655-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","understanding-autism-a-guide-for-secondary-schoolteachers","UNDERSTANDING AUTISM - A GUIDE FOR SECONDARY SCHOOLTEACHERS","","Guide for secondary school teachers on understanding autism spectrum disorder and supporting students in general education settings. Explains what autism is, highlights common characteristics including communication and social interaction challenges, repetitive behaviors, restrictive interests, and sensory sensitivities. Describes secondary-school challenges, learning styles (visual, literal, and need for consistency), and the hidden social curriculum. Provides practical, classroom-ready support strategies such as priming, academic modifications, home base, visual supports, and reinforcement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/understanding-autism-a-guide-for-secondary-schoolteachers/586655/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/understanding-autism-a-guide-for-secondary-schoolteachers/586655.png","ImageObject",300,407,{"name":92,"@type":93},"Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-18","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is autism and why does it matter for classroom teaching?","Question",{"text":112,"@type":113},"Autism is a developmental disorder that affects how people perceive and communicate, often creating challenges with social interaction and information processing. Understanding its characteristics helps teachers support each student appropriately because no two individuals are exactly alike.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What classroom characteristics and behaviors are commonly associated with autism?",{"text":117,"@type":113},"Common areas include difficulties with understanding conversation subtleties and language nuances, repetitive body movements, fixed or highly specific interests with anxiety when routines change, and heightened sensory sensitivities to classroom stimuli.",{"name":119,"@type":110,"acceptedAnswer":120},"Which five essential support strategies does the guide recommend for secondary classrooms?",{"text":121,"@type":113},"The guide lists priming, academic modifications, home base, visual supports, and reinforcement, with practical explanations and tips for how each strategy helps students succeed and reduce frustration.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586655,1792331692,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},687207412472,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","ORGANIZATION FOR AUTISM RESEARCH  \nUNDERSTANDING AUTISM:  \nA GUIDE FOR SECONDARY SCHOOLTEACHERS  \nA Supplemental Resource for the Understanding Autism:  \nA Guide for Secondary School Teachers DVD  \nProduced in collaboration with The Center on Secondary Education for Students with Autism Spectrum Disorders  \nINTRODUCTION  \n  Refer to Module 1: Characteristics  \nMiddle and high school students with Autism Spectrum Disorder (ASD) are increasingly being taught in general education settings. This guide reviews common characteristics associated with autism and provides teachers with practical tips and strategies for supporting their students with autism in the classroom setting. It is also designed to supplement the Understanding Autism:  \nA Guide for Secondary School Teachers DVD, a training resource developed by the Organization for Autism Research. More information about how to access the DVD is available on page 12.  \nWHAT IS AUTISM?  \nAutism is a developmental disorder that impacts the way a person perceives and communicates, often resulting in challenges with social interactions and processing information. It is a spectrum disorder that affects each person to a varying degree, ranging from mild to severe. Although there are some common characteristics, no two individuals with autism are exactly alike. It is important to understand how the characteristics of autism affect each student.  \nYou have children with autism who are non-verbal, and then you have children with autism who know more words than a university professor. You have children with autism who would rather be by themselves. And then you have those who want friends, but who do not knowhow to make them.”  \n– BRENDA SMITH MYLES, Ph.D.  \nOhio Center for Autism and Low Incidence Columbus, OH  \nCHARACTERISTICS OF AUTISM  \n IMPAIRED COMMUNICATION AND SOCIAL INTERACTIONS  \nStudents with autism may have difficulties with comprehension, casual conversation skills, and understanding the subtleties of language (e.g.  \njokes, sarcasm, idioms, clichés).  \n REPETITIVE BEHAVIORS  \nStudents with autism may engage in repetitive body movements, such as rocking back and forth or flapping their hands. Some repetitive behaviors may be less prominent (e.g. cracking knuckles, chewing on pencils or pens, perseveration on thoughts or topics).  \n RESTRICTIVE INTERESTSAND DIFFICULTY WITH CHANGE  \nSome students have very specific or fixated interests (e.g. Civil War battle strategy, carnivorous houseplants) and often display anxiety when routines are disrupted.  \n SENSORY SENSITIVITIES  \nStudents with autism can be unusually sensitive to certain aspects of the classroom environment. This may include but is not limited to the humming of a computer, the glow of fluorescent lighting, the smell of dry-erase markers, or the [sound of] turning of a page.  \nAUTISM IN MIDDLE AND HIGH SCHOOL  \n  Refer to Module 1: Characteristics  \nCHALLENGES OF SECONDARY SETTINGS  \nSecondary settings can be especially challenging for students with autism because of the complexity of the environment, both social and academically. Some things that these students may struggle with are:  \n• Learning the different rules and expectations of each class, such as obtaining a hall pass or which materials to have ready when the bell rings  \n• Basic skills such as organizing papers, following directions, and understanding how the components of each assignment fit together  \nLEARNING STYLES  \nStudents with autism have unique learning styles. Teachers can support these students by incorporating their strengths and needs when planning for instruction. This thoughtful preparation will help students with autism maximize their potential and make valuable contributions to class discussions and activities.  \nStudents with autism are visual learners  \nThey need the opportunity to see information in order to interpret its meaning.  \nStudents with autism are literal learners  \nThey need expectations, instructions and feedback to be explicit","cbCainx7kAik4qfY","https://ap.wps.com/l/cbCainx7kAik4qfY","pdf",2109531,16,"English","# Introduction\n# What Is Autism?\n# Characteristics of Autism\n## Impaired Communication and Social Interactions\n## Repetitive Behaviors\n## Restrictive Interests and Difficulty With Change\n## Sensory Sensitivities\n# Autism in Middle and High School\n## Challenges of Secondary Settings\n## Learning Styles\n# The Hidden Curriculum\n# Integrating Supports in the Classroom\n## Five Essential Support Strategies\n## Support #1: Priming\n## Support #2: Academic Modifications","[{\"question\":\"What is autism and why does it matter for classroom teaching?\",\"answer\":\"Autism is a developmental disorder that affects how people perceive and communicate, often creating challenges with social interaction and information processing. Understanding its characteristics helps teachers support each student appropriately because no two individuals are exactly alike.\"},{\"question\":\"What classroom characteristics and behaviors are commonly associated with autism?\",\"answer\":\"Common areas include difficulties with understanding conversation subtleties and language nuances, repetitive body movements, fixed or highly specific interests with anxiety when routines change, and heightened sensory sensitivities to classroom stimuli.\"},{\"question\":\"Which five essential support strategies does the guide recommend for secondary classrooms?\",\"answer\":\"The guide lists priming, academic modifications, home base, visual supports, and reinforcement, with practical explanations and tips for how each strategy helps students succeed and reduce frustration.\"}]","UNDERSTANDING AUTISM - A GUIDE FOR SECONDARY SCHOOLTEACHERS | PDF",1792058769]