{"id":8463,"date":"2025-12-11T09:55:55","date_gmt":"2025-12-11T03:55:55","guid":{"rendered":"https:\/\/www.ebtd.education\/?page_id=8463"},"modified":"2025-12-11T11:02:02","modified_gmt":"2025-12-11T05:02:02","slug":"%e0%a6%85%e0%a6%9f%e0%a6%bf%e0%a6%b8%e0%a7%8d%e0%a6%9f%e0%a6%bf%e0%a6%95-%e0%a6%b6%e0%a6%bf%e0%a6%95%e0%a7%8d%e0%a6%b7%e0%a6%be%e0%a6%b0%e0%a7%8d%e0%a6%a5%e0%a7%80%e0%a6%a6%e0%a7%87%e0%a6%b0-%e0%a6%9c","status":"publish","type":"page","link":"https:\/\/www.ebtd.education\/bd\/%e0%a6%85%e0%a6%a8%e0%a7%8d%e0%a6%a4%e0%a6%b0%e0%a7%8d%e0%a6%ad%e0%a7%81%e0%a6%95%e0%a7%8d%e0%a6%a4%e0%a6%bf%e0%a6%ae%e0%a7%82%e0%a6%b2%e0%a6%95-%e0%a6%b6%e0%a6%bf%e0%a6%95%e0%a7%8d%e0%a6%b7%e0%a6%be\/%e0%a6%85%e0%a6%9f%e0%a6%bf%e0%a6%9c%e0%a6%ae-%e0%a6%97%e0%a6%be%e0%a6%87%e0%a6%a1-%e0%a6%ac%e0%a6%be%e0%a6%82%e0%a6%b2%e0%a6%be%e0%a6%a6%e0%a7%87%e0%a6%b6\/%e0%a6%85%e0%a6%9f%e0%a6%bf%e0%a6%b8%e0%a7%8d%e0%a6%9f%e0%a6%bf%e0%a6%95-%e0%a6%b6%e0%a6%bf%e0%a6%95%e0%a7%8d%e0%a6%b7%e0%a6%be%e0%a6%b0%e0%a7%8d%e0%a6%a5%e0%a7%80%e0%a6%a6%e0%a7%87%e0%a6%b0-%e0%a6%9c\/","title":{"rendered":"\u0985\u099f\u09bf\u09b8\u09cd\u099f\u09bf\u0995 \u09b6\u09bf\u0995\u09cd\u09b7\u09be\u09b0\u09cd\u09a5\u09c0\u09a6\u09c7\u09b0 \u099c\u09a8\u09cd\u09af \u09b6\u09cd\u09b0\u09c7\u09a3\u09c0\u0995\u0995\u09cd\u09b7\u09c7\u09b0 \u0995\u09cc\u09b6\u09b2"},"content":{"rendered":"\n\t\t<div id=\"fws_69fdf5934337e\"  data-column-margin=\"default\" data-midnight=\"dark\"  class=\"wpb_row vc_row-fluid vc_row\"  style=\"padding-top: 0px; padding-bottom: 0px; \"><div class=\"row-bg-wrap\" data-bg-animation=\"none\" data-bg-animation-delay=\"\" data-bg-overlay=\"false\"><div class=\"inner-wrap row-bg-layer\" ><div class=\"row-bg viewport-desktop\"  style=\"\"><\/div><\/div><\/div><div class=\"row_col_wrap_12 col span_12 dark left\">\n\t<div  class=\"vc_col-sm-12 wpb_column column_container vc_column_container col no-extra-padding inherit_tablet inherit_phone \"  data-padding-pos=\"all\" data-has-bg-color=\"false\" data-bg-color=\"\" data-bg-opacity=\"1\" data-animation=\"\" data-delay=\"0\" >\n\t\t<div class=\"vc_column-inner\" >\n\t\t\t<div class=\"wpb_wrapper\">\n\t\t\t\t\n\t<div class=\"wpb_raw_code wpb_raw_html wpb_content_element\" >\n\t\t<div class=\"wpb_wrapper\">\n\t\t\t<section class=\"ebtd-autism-inclusive\">\r\n\r\n  <header class=\"ebtd-autism-inclusive-hero\">\r\n    <p class=\"eyebrow\">Autism Guide \u2014 Classroom Strategies<\/p>\r\n    <h1>Classroom Strategies for Autistic Learners<\/h1>\r\n    <p class=\"intro-lede\">\r\n      <strong class=\"ebtd-highlight\">Practical, low-cost approaches every teacher in Bangladesh can use immediately<\/strong>\r\n    <\/p>\r\n  <\/header>\r\n\r\n  <section class=\"ebtd-inclusive-body\">\r\n\r\n    <p>\r\n      Most autistic students in Bangladesh are taught in busy classrooms with limited support. They may never receive a formal diagnosis,\r\n      and many teachers may not realise why a child behaves or learns differently. The good news is that\r\n      <strong>effective strategies do not depend on expensive resources<\/strong>.\r\n    <\/p>\r\n\r\n    <p>\r\n      What works well for autistic learners also improves learning for students who are anxious, shy, inattentive, disorganised, or easily\r\n      overwhelmed by classroom noise. The strategies below are designed for <strong>real Bangladeshi classrooms<\/strong> \u2013 large classes,\r\n      tight time, shared resources \u2013 and can be used tomorrow.\r\n    <\/p>\r\n\r\n    <p class=\"info-callout\">\r\n      This chapter is an <strong>educational resource<\/strong>, not a diagnostic tool. Students who show these behaviours are not necessarily\r\n      autistic. The goal is to <strong>understand and support diverse learners<\/strong>, not to label them. For a fuller explanation of what\r\n      autism is (and is not), see\r\n      <a href=\"\/inclusive-teaching-bangladesh\/autism-guide-bangladesh\/understanding-autism-in-the-classroom\/\">Understanding Autism in the Classroom<\/a>.\r\n    <\/p>\r\n\r\n    <hr class=\"section-divider\" \/>\r\n\r\n    <!-- 1. Structured Teaching -->\r\n\r\n    <h2>Structured Teaching<\/h2>\r\n\r\n    <p>\r\n      Clear, predictable learning environments reduce confusion and anxiety. Autistic learners thrive when expectations are explicit and\r\n      routines are consistent. Structured Teaching is not about making the classroom rigid; it is about\r\n      <strong>removing ambiguity<\/strong>.\r\n    <\/p>\r\n\r\n    <h3>Visual schedules (board-based)<\/h3>\r\n\r\n    <p>\r\n      Even without printed visuals, a simple written schedule on the board helps students know:\r\n    <\/p>\r\n    <ul>\r\n      <li>what is happening now<\/li>\r\n      <li>what comes next<\/li>\r\n      <li>when the lesson will end<\/li>\r\n    <\/ul>\r\n\r\n    <p><strong>Example \u2013 board layout<\/strong><\/p>\r\n    <p class=\"scenario-quote\">\r\n      Today\u2019s lesson:<br \/>\r\n      1. Quick recap<br \/>\r\n      2. New learning: causes of floods<br \/>\r\n      3. Group task<br \/>\r\n      4. Written summary<br \/>\r\n      5. Exit question\r\n    <\/p>\r\n\r\n    <p>\r\n      One Class 6 student repeatedly asks, \u201cSir, when will the writing start?\u201d. This is not distraction \u2013 it is anxiety.\r\n      Seeing the routine reduces the stress of the unknown.\r\n    <\/p>\r\n\r\n    <h3>Predictable routines<\/h3>\r\n\r\n    <p>\r\n      Routines help autistic students because they do not need to guess what will happen socially or academically. A school can adopt a simple,\r\n      shared lesson structure:\r\n    <\/p>\r\n    <p class=\"scenario-quote\">\r\n      Start: greeting, students seated, starter task on the board<br \/>\r\n      Middle: teacher explanation, model example, student practice<br \/>\r\n      End: quick review, clear packing-up signal\r\n    <\/p>\r\n\r\n    <p>\r\n      Autistic learners use less mental energy decoding expectations, transition more smoothly, and are less likely to appear\r\n      \u201cnon-compliant\u201d or \u201cdistracted\u201d.\r\n    <\/p>\r\n\r\n    <h3>First\u2013Then boards<\/h3>\r\n\r\n    <p>\r\n      A <strong>First\u2013Then<\/strong> instruction helps students who struggle with sequencing and long tasks.\r\n    <\/p>\r\n\r\n    <p class=\"scenario-quote\">\r\n      First: copy the short paragraph.<br \/>\r\n      Then: draw a diagram.\r\n    <\/p>\r\n\r\n    <p>\r\n      This can be written on the board, in a student\u2019s exercise book, or on a small scrap of paper. A Class 3 pupil who refuses to begin a\r\n      long writing task often starts work once the task is broken into a simple First\u2013Then step.\r\n    <\/p>\r\n\r\n    <h3>Reducing sensory overload<\/h3>\r\n\r\n    <p>\r\n      Bangladeshi classrooms are busy, noisy, and visually crowded. For autistic students, this can feel overwhelming.\r\n      Small, low-cost adjustments can make a big difference:\r\n    <\/p>\r\n    <ul>\r\n      <li>seat a student away from the door, window, or noisiest group<\/li>\r\n      <li>agree a simple noise rule for group work (e.g. whisper level)<\/li>\r\n      <li>keep the board area clear so key information stands out<\/li>\r\n      <li>offer a short pause before a demanding activity (\u201cLet\u2019s all take one slow breath.\u201d)<\/li>\r\n    <\/ul>\r\n\r\n    <p>\r\n      These moments regulate <strong>all<\/strong> students, not just autistic learners.\r\n    <\/p>\r\n\r\n    <hr class=\"section-divider\" \/>\r\n\r\n    <!-- 2. Communication Supports -->\r\n\r\n    <h2>Communication Supports<\/h2>\r\n\r\n    <p>\r\n      Autistic learners often understand language differently \u2013 not incorrectly. They may need extra processing time, clearer steps, or\r\n      explicit examples. Adjusting classroom communication is one of the most powerful ways to improve access to learning.\r\n    <\/p>\r\n\r\n    <h3>Chunking instructions<\/h3>\r\n\r\n    <p><strong>Instead of:<\/strong><\/p>\r\n    <p class=\"scenario-quote\">\r\n      \u201cOpen your books, go to page 26, copy the diagram, and answer the questions.\u201d\r\n    <\/p>\r\n\r\n    <p><strong>Try:<\/strong><\/p>\r\n    <ol>\r\n      <li>Open your book.<\/li>\r\n      <li>Go to page 26.<\/li>\r\n      <li>Copy the diagram.<\/li>\r\n      <li>Answer questions 1 and 2.<\/li>\r\n    <\/ol>\r\n\r\n    <p>\r\n      Write these steps on the board. A student who jumps to task 3 before task 1 is not being difficult \u2013 they may be struggling to hold\r\n      multiple instructions in mind.\r\n    <\/p>\r\n\r\n    <h3>Wait time<\/h3>\r\n\r\n    <p>\r\n      Autistic students often need <strong>3\u20135 seconds longer<\/strong> than peers to process a question. After asking,\r\n    <\/p>\r\n    <p class=\"scenario-quote\">\r\n      \u201cWhy did the Mughal Empire decline?\u201d\r\n    <\/p>\r\n    <p>\r\n      pause before calling on anyone. Without wait time, a student may appear \u201cblank\u201d or \u201cunprepared\u201d. With wait time, that same student often\r\n      produces thoughtful responses.\r\n    <\/p>\r\n\r\n    <h3>Modelling (showing, not just telling)<\/h3>\r\n\r\n    <p>\r\n      Autistic learners benefit greatly from clear demonstrations:\r\n    <\/p>\r\n    <ul>\r\n      <li>model how to underline key words<\/li>\r\n      <li>show what a \u201cgood paragraph\u201d looks like<\/li>\r\n      <li>provide a worked example on the board before independent work<\/li>\r\n    <\/ul>\r\n\r\n    <p>\r\n      Modelling removes hidden expectations and reduces ambiguity \u2013 a key theme across the whole\r\n      <a href=\"\/inclusive-teaching-bangladesh\/autism-guide-bangladesh\/building-inclusive-schools-bangladesh\/\">Building Inclusive Schools in Bangladesh<\/a> chapter.\r\n    <\/p>\r\n\r\n    <h3>Reducing ambiguity<\/h3>\r\n\r\n    <p>\r\n      Vague phrases create confusion:\r\n    <\/p>\r\n    <ul>\r\n      <li>\u201cDo it nicely.\u201d<\/li>\r\n      <li>\u201cBehave properly.\u201d<\/li>\r\n      <li>\u201cWork quietly.\u201d<\/li>\r\n    <\/ul>\r\n\r\n    <p><strong>Replace with specific expectations:<\/strong><\/p>\r\n    <ul>\r\n      <li>\u201cWrite on every second line.\u201d<\/li>\r\n      <li>\u201cSit facing forward with feet on the floor.\u201d<\/li>\r\n      <li>\u201cWhisper voice only \u2013 your partner should be the only one who hears you.\u201d<\/li>\r\n    <\/ul>\r\n\r\n    <p>\r\n      Specific language helps all students, especially those who find social rules hard to guess.\r\n    <\/p>\r\n\r\n    <hr class=\"section-divider\" \/>\r\n\r\n    <!-- 3. Social and Peer Support -->\r\n\r\n    <h2>Social and Peer Support<\/h2>\r\n\r\n    <p>\r\n      Many autistic students want friends, but may not know how to join in or read unspoken rules. Social misunderstandings can make them\r\n      seem rude or uninterested when the real issue is that the <strong>social rules are unclear<\/strong>.\r\n    <\/p>\r\n\r\n    <h3>Structured group roles<\/h3>\r\n\r\n    <p>\r\n      Unstructured group work is confusing. Provide explicit roles such as:\r\n    <\/p>\r\n    <ul>\r\n      <li><strong>Reader<\/strong> \u2013 reads the question or text aloud<\/li>\r\n      <li><strong>Writer<\/strong> \u2013 records the group\u2019s ideas<\/li>\r\n      <li><strong>Timekeeper<\/strong> \u2013 watches the time and gives warnings<\/li>\r\n      <li><strong>Materials Manager<\/strong> \u2013 collects and returns resources<\/li>\r\n      <li><strong>Presenter<\/strong> \u2013 shares the group\u2019s answer<\/li>\r\n    <\/ul>\r\n\r\n    <p>\r\n      Rotate roles to protect dignity and avoid fixing any student as \u201cthe helper\u201d or \u201cthe weak one\u201d.\r\n    <\/p>\r\n\r\n    <h3>Buddy systems<\/h3>\r\n\r\n    <p>\r\n      A consistent buddy can:\r\n    <\/p>\r\n    <ul>\r\n      <li>clarify instructions quietly<\/li>\r\n      <li>support transitions between rooms or activities<\/li>\r\n      <li>model social behaviour in group tasks<\/li>\r\n    <\/ul>\r\n\r\n    <p>\r\n      Choose buddies carefully \u2013 never use a peer who teases, dominates, or speaks for the autistic student constantly.\r\n    <\/p>\r\n\r\n    <h3>Teaching social steps explicitly<\/h3>\r\n\r\n    <p>\r\n      Just as we teach writing steps, we can teach social steps.\r\n    <\/p>\r\n\r\n    <p><strong>How to ask to join a group:<\/strong><\/p>\r\n    <ol>\r\n      <li>Say the person\u2019s name.<\/li>\r\n      <li>Say, \u201cCan I join you?\u201d.<\/li>\r\n      <li>Wait for an answer.<\/li>\r\n    <\/ol>\r\n\r\n    <p>\r\n      Short role-plays once a month benefit the entire class \u2013 not only autistic learners.\r\n    <\/p>\r\n\r\n    <hr class=\"section-divider\" \/>\r\n\r\n    <!-- 4. Emotional Regulation & Behaviour Support -->\r\n\r\n    <h2>Emotional Regulation &amp; Behaviour Support<\/h2>\r\n\r\n    <p>\r\n      Behaviour is <strong>communication<\/strong>, not simply defiance. Autistic students often experience big emotions quickly and may not yet\r\n      have the skills to explain or regulate them. This section focuses on <strong>teacher-led, non-specialist strategies<\/strong>.\r\n    <\/p>\r\n\r\n    <h3>Reading stress signals<\/h3>\r\n\r\n    <p>\r\n      Early signs of overwhelm can include:\r\n    <\/p>\r\n    <ul>\r\n      <li>fidgeting more than usual<\/li>\r\n      <li>covering ears or staring at one spot<\/li>\r\n      <li>repeating the same phrase or question<\/li>\r\n      <li>refusing to start work or saying \u201cI can\u2019t\u201d<\/li>\r\n      <li>going suddenly silent<\/li>\r\n      <li>pacing, rocking, or leaving their seat often<\/li>\r\n    <\/ul>\r\n\r\n    <p>\r\n      These are warning signs, not \u201cbad behaviour\u201d.\r\n    <\/p>\r\n\r\n    <h3>Calm, predictable responses<\/h3>\r\n\r\n    <p>\r\n      When a student is distressed:\r\n    <\/p>\r\n    <ul>\r\n      <li>use a neutral, steady tone<\/li>\r\n      <li>reduce the number of words you use<\/li>\r\n      <li>avoid sarcasm and public confrontation<\/li>\r\n      <li>offer a simple choice (\u201cHere or by the door?\u201d)<\/li>\r\n      <li>give physical space where possible<\/li>\r\n    <\/ul>\r\n\r\n    <p><strong>Example phrases:<\/strong><\/p>\r\n    <p class=\"scenario-quote\">\r\n      \u201cLet\u2019s take one minute.\u201d<br \/>\r\n      \u201cI can see this is hard.\u201d<br \/>\r\n      \u201cWe\u2019ll start with one small step.\u201d<br \/>\r\n      \u201cI\u2019m here to help.\u201d\r\n    <\/p>\r\n\r\n    <h3>Movement breaks<\/h3>\r\n\r\n    <p>\r\n      Short, structured movement breaks help regulate energy and attention:\r\n    <\/p>\r\n    <ul>\r\n      <li>walking to the sink and back<\/li>\r\n      <li>carrying books to the next classroom<\/li>\r\n      <li>standing at the back for 30 seconds<\/li>\r\n      <li>simple stretches at the desk<\/li>\r\n    <\/ul>\r\n\r\n    <p>\r\n      Movement does not reduce learning time; it often <strong>restores<\/strong> it.\r\n    <\/p>\r\n\r\n    <h3>Co-regulation<\/h3>\r\n\r\n    <p>\r\n      Autistic students often \u201cborrow\u201d a teacher\u2019s calmness. When the teacher:\r\n    <\/p>\r\n    <ul>\r\n      <li>speaks slowly<\/li>\r\n      <li>breathes calmly<\/li>\r\n      <li>reduces demands temporarily<\/li>\r\n    <\/ul>\r\n\r\n    <p>\r\n      the student begins to match that pace. Co-regulation is especially powerful when combined with predictable classroom routines described in\r\n      <a href=\"\/inclusive-teaching-bangladesh\/autism-guide-bangladesh\/building-inclusive-schools-bangladesh\/\">Building Inclusive Schools in Bangladesh<\/a>.\r\n    <\/p>\r\n\r\n    <h3>De-escalation language<\/h3>\r\n\r\n    <p><strong>Avoid:<\/strong><\/p>\r\n    <ul>\r\n      <li>\u201cCalm down!\u201d<\/li>\r\n      <li>\u201cStop it!\u201d<\/li>\r\n      <li>\u201cWhat is wrong with you?\u201d<\/li>\r\n    <\/ul>\r\n\r\n    <p><strong>Try:<\/strong><\/p>\r\n    <ul>\r\n      <li>\u201cYou\u2019re safe. I\u2019m here.\u201d<\/li>\r\n      <li>\u201cWe can talk when you\u2019re ready.\u201d<\/li>\r\n      <li>\u201cLet\u2019s move to a quieter place.\u201d<\/li>\r\n      <li>\u201cWe\u2019ll solve this together.\u201d<\/li>\r\n    <\/ul>\r\n\r\n    <p>\r\n      This approach maintains safety while preserving the student\u2019s dignity.\r\n    <\/p>\r\n\r\n    <hr class=\"section-divider\" \/>\r\n\r\n    <!-- 5. Academic Adjustments -->\r\n\r\n    <h2>Academic Adjustments<\/h2>\r\n\r\n    <p>\r\n      Autistic students often have strong abilities \u2013 memory, detail focus, deep interests \u2013 but may struggle with organisation, writing,\r\n      transitions, or test formats. Academic adjustments aim to make learning clearer and more manageable\r\n      <strong>without lowering expectations<\/strong>.\r\n    <\/p>\r\n\r\n    <h3>Scaffolded writing<\/h3>\r\n\r\n    <p>\r\n      Break writing into mini-steps:\r\n    <\/p>\r\n    <ol>\r\n      <li>Write the title.<\/li>\r\n      <li>Write three key words.<\/li>\r\n      <li>Write one sentence.<\/li>\r\n      <li>Add one detail.<\/li>\r\n    <\/ol>\r\n\r\n    <p><strong>Sentence starters help:<\/strong><\/p>\r\n    <ul>\r\n      <li>\u201cOne important reason is\u2026\u201d<\/li>\r\n      <li>\u201cThis shows that\u2026\u201d<\/li>\r\n      <li>\u201cAnother example is\u2026\u201d<\/li>\r\n    <\/ul>\r\n\r\n    <h3>Step-by-step tasks<\/h3>\r\n\r\n    <p>\r\n      Showing tasks as steps on the board supports executive functioning. Students can tick off steps as they complete them, which is\r\n      particularly helpful during longer projects or practical work.\r\n    <\/p>\r\n\r\n    <h3>Working memory supports<\/h3>\r\n\r\n    <p>\r\n      Autistic students may forget steps quickly even when they understand the content. Support them with:\r\n    <\/p>\r\n    <ul>\r\n      <li>examples on the board that stay visible during the task<\/li>\r\n      <li>colour-coding sections of the work (e.g. date in one colour, title in another)<\/li>\r\n      <li>repeated verbal cues (\u201cFirst write, then check.\u201d)<\/li>\r\n      <li>First\u2013Then structures and simple checklists<\/li>\r\n    <\/ul>\r\n\r\n    <h3>Exam preparation strategies<\/h3>\r\n\r\n    <p>\r\n      Autistic learners often struggle with changes in room layout, timing pressure, and question wording. Support them by:\r\n    <\/p>\r\n    <ul>\r\n      <li>practising the exam format regularly, not just the content<\/li>\r\n      <li>teaching common command words (\u201cdescribe\u201d, \u201cexplain\u201d, \u201ccompare\u201d) explicitly<\/li>\r\n      <li>showing model answers and discussing why they are effective<\/li>\r\n      <li>preparing students for the sensory environment (silence, invigilators, spacing between desks)<\/li>\r\n      <li>where school policy allows, giving extra processing time for reading questions<\/li>\r\n    <\/ul>\r\n\r\n    <p>\r\n      These adjustments help autistic and non-autistic students feel more confident and reduce last-minute panic.\r\n    <\/p>\r\n\r\n    <hr class=\"section-divider\" \/>\r\n\r\n    <h2>Bringing It Together<\/h2>\r\n\r\n    <p class=\"info-callout\">\r\n      Every strategy in this chapter:<br \/>\r\n      <strong>costs little or nothing, reduces stress, improves clarity, and strengthens teaching for all learners.<\/strong>\r\n    <\/p>\r\n\r\n    <p>\r\n      These classroom strategies work best when they sit within a broader culture of belonging and predictability described in\r\n      <a href=\"\/inclusive-teaching-bangladesh\/autism-guide-bangladesh\/building-inclusive-schools-bangladesh\/\">Building Inclusive Schools in Bangladesh<\/a>,\r\n      and when teachers communicate regularly and respectfully with families, as explored in\r\n      <a href=\"\/inclusive-teaching-bangladesh\/autism-guide-bangladesh\/working-with-parents-and-families\/\">Working with Parents and Families<\/a>.\r\n    <\/p>\r\n\r\n    <p>\r\n      Teachers do not diagnose. Teachers <strong>observe thoughtfully, respond compassionately, and adapt teaching to reduce barriers<\/strong>.\r\n      In doing so, they open the classroom door wider for autistic learners \u2013 and for many others who have always found school hard to predict.\r\n    <\/p>\r\n\r\n  <\/section>\r\n\r\n  <!-- Next Steps \/ Internal Navigation -->\r\n  <section class=\"ebtd-next-section-cards\">\r\n    <h2>Next in this guide<\/h2>\r\n    <p>\r\n      From here you can revisit the core understanding of autism, explore whole-school routines, or focus on partnership with families.\r\n    <\/p>\r\n\r\n    <div class=\"ebtd-card-grid\">\r\n\r\n      <a href=\"\/inclusive-teaching-bangladesh\/autism-guide-bangladesh\/understanding-autism-in-the-classroom\/\" class=\"card-link\">\r\n        <article class=\"card\">\r\n          <h3>Understanding Autism in the Classroom<\/h3>\r\n          <p>\r\n            Clarify what autism is (and is not), and explore communication, social, sensory, and executive functioning differences with BD scenarios.\r\n          <\/p>\r\n        <\/article>\r\n      <\/a>\r\n\r\n      <a href=\"\/inclusive-teaching-bangladesh\/autism-guide-bangladesh\/building-inclusive-schools-bangladesh\/\" class=\"card-link\">\r\n        <article class=\"card\">\r\n          <h3>Building Inclusive Schools in Bangladesh<\/h3>\r\n          <p>\r\n            Whole-school principles led by Heads, APs, HoDs, and teachers to create predictable, belonging-focused environments.\r\n          <\/p>\r\n        <\/article>\r\n      <\/a>\r\n\r\n      <a href=\"\/inclusive-teaching-bangladesh\/autism-guide-bangladesh\/working-with-parents-and-families\/\" class=\"card-link\">\r\n        <article class=\"card\">\r\n          <h3>Working with Parents and Families<\/h3>\r\n          <p>\r\n            Navigate stigma, fear, and misunderstanding with respectful, observation-based communication strategies for families in Bangladesh.\r\n          <\/p>\r\n        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