Classroom Strategies for Autistic Learners

Most autistic students in Bangladesh are taught in busy classrooms with limited support. They may never receive a formal diagnosis, and many teachers may not realise why a child behaves or learns differently. The good news is that effective strategies do not depend on expensive resources.

What works well for autistic learners also improves learning for students who are anxious, shy, inattentive, disorganised, or easily overwhelmed by classroom noise. The strategies below are designed for real Bangladeshi classrooms – large classes, tight time, shared resources – and can be used tomorrow.

This chapter is an educational resource, not a diagnostic tool. Students who show these behaviours are not necessarily autistic. The goal is to understand and support diverse learners, not to label them. For a fuller explanation of what autism is (and is not), see Understanding Autism in the Classroom.

Structured Teaching

Clear, predictable learning environments reduce confusion and anxiety. Autistic learners thrive when expectations are explicit and routines are consistent. Structured Teaching is not about making the classroom rigid; it is about removing ambiguity.

Visual schedules (board-based)

Even without printed visuals, a simple written schedule on the board helps students know:

• what is happening now
• what comes next
• when the lesson will end

Example – board layout

Today’s lesson:
1. Quick recap
2. New learning: causes of floods
3. Group task
4. Written summary
5. Exit question

One Class 6 student repeatedly asks, “Sir, when will the writing start?”. This is not distraction – it is anxiety. Seeing the routine reduces the stress of the unknown.

Predictable routines

Routines help autistic students because they do not need to guess what will happen socially or academically. A school can adopt a simple, shared lesson structure:

Start: greeting, students seated, starter task on the board
Middle: teacher explanation, model example, student practice
End: quick review, clear packing-up signal

Autistic learners use less mental energy decoding expectations, transition more smoothly, and are less likely to appear “non-compliant” or “distracted”.

First–Then boards

A First–Then instruction helps students who struggle with sequencing and long tasks.

First: copy the short paragraph.
Then: draw a diagram.

This can be written on the board, in a student’s exercise book, or on a small scrap of paper. A Class 3 pupil who refuses to begin a long writing task often starts work once the task is broken into a simple First–Then step.

Reducing sensory overload

Bangladeshi classrooms are busy, noisy, and visually crowded. For autistic students, this can feel overwhelming. Small, low-cost adjustments can make a big difference:

• seat a student away from the door, window, or noisiest group
• agree a simple noise rule for group work (e.g. whisper level)
• keep the board area clear so key information stands out
• offer a short pause before a demanding activity (“Let’s all take one slow breath.”)

These moments regulate all students, not just autistic learners.

Communication Supports

Autistic learners often understand language differently – not incorrectly. They may need extra processing time, clearer steps, or explicit examples. Adjusting classroom communication is one of the most powerful ways to improve access to learning.

Chunking instructions

Instead of:

“Open your books, go to page 26, copy the diagram, and answer the questions.”

Try:

1. Open your book.
2. Go to page 26.
3. Copy the diagram.
4. Answer questions 1 and 2.

Write these steps on the board. A student who jumps to task 3 before task 1 is not being difficult – they may be struggling to hold multiple instructions in mind.

Wait time

Autistic students often need 3–5 seconds longer than peers to process a question. After asking,

“Why did the Mughal Empire decline?”

pause before calling on anyone. Without wait time, a student may appear “blank” or “unprepared”. With wait time, that same student often produces thoughtful responses.

Modelling (showing, not just telling)

Autistic learners benefit greatly from clear demonstrations:

• model how to underline key words
• show what a “good paragraph” looks like
• provide a worked example on the board before independent work

Modelling removes hidden expectations and reduces ambiguity – a key theme across the whole Building Inclusive Schools in Bangladesh chapter.

Reducing ambiguity

Vague phrases create confusion:

• “Do it nicely.”
• “Behave properly.”
• “Work quietly.”

Replace with specific expectations:

• “Write on every second line.”
• “Sit facing forward with feet on the floor.”
• “Whisper voice only – your partner should be the only one who hears you.”

Specific language helps all students, especially those who find social rules hard to guess.

Social and Peer Support

Many autistic students want friends, but may not know how to join in or read unspoken rules. Social misunderstandings can make them seem rude or uninterested when the real issue is that the social rules are unclear.

Structured group roles

Unstructured group work is confusing. Provide explicit roles such as:

• Reader – reads the question or text aloud
• Writer – records the group’s ideas
• Timekeeper – watches the time and gives warnings
• Materials Manager – collects and returns resources
• Presenter – shares the group’s answer

Rotate roles to protect dignity and avoid fixing any student as “the helper” or “the weak one”.

Buddy systems

A consistent buddy can:

• clarify instructions quietly
• support transitions between rooms or activities
• model social behaviour in group tasks

Choose buddies carefully – never use a peer who teases, dominates, or speaks for the autistic student constantly.

Teaching social steps explicitly

Just as we teach writing steps, we can teach social steps.

How to ask to join a group:

1. Say the person’s name.
2. Say, “Can I join you?”.
3. Wait for an answer.

Short role-plays once a month benefit the entire class – not only autistic learners.

Emotional Regulation & Behaviour Support

Behaviour is communication, not simply defiance. Autistic students often experience big emotions quickly and may not yet have the skills to explain or regulate them. This section focuses on teacher-led, non-specialist strategies.

Reading stress signals

Early signs of overwhelm can include:

• fidgeting more than usual
• covering ears or staring at one spot
• repeating the same phrase or question
• refusing to start work or saying “I can’t”
• going suddenly silent
• pacing, rocking, or leaving their seat often

These are warning signs, not “bad behaviour”.

Calm, predictable responses

When a student is distressed:

• use a neutral, steady tone
• reduce the number of words you use
• avoid sarcasm and public confrontation
• offer a simple choice (“Here or by the door?”)
• give physical space where possible

Example phrases:

“Let’s take one minute.”
“I can see this is hard.”
“We’ll start with one small step.”
“I’m here to help.”

Movement breaks

Short, structured movement breaks help regulate energy and attention:

• walking to the sink and back
• carrying books to the next classroom
• standing at the back for 30 seconds
• simple stretches at the desk

Movement does not reduce learning time; it often restores it.

Co-regulation

Autistic students often “borrow” a teacher’s calmness. When the teacher:

• speaks slowly
• breathes calmly
• reduces demands temporarily

the student begins to match that pace. Co-regulation is especially powerful when combined with predictable classroom routines described in Building Inclusive Schools in Bangladesh.

De-escalation language

Avoid:

• “Calm down!”
• “Stop it!”
• “What is wrong with you?”

Try:

• “You’re safe. I’m here.”
• “We can talk when you’re ready.”
• “Let’s move to a quieter place.”
• “We’ll solve this together.”

This approach maintains safety while preserving the student’s dignity.

Academic Adjustments

Autistic students often have strong abilities – memory, detail focus, deep interests – but may struggle with organisation, writing, transitions, or test formats. Academic adjustments aim to make learning clearer and more manageable without lowering expectations.

Scaffolded writing

Break writing into mini-steps:

1. Write the title.
2. Write three key words.
3. Write one sentence.
4. Add one detail.

Sentence starters help:

• “One important reason is…”
• “This shows that…”
• “Another example is…”

Step-by-step tasks

Showing tasks as steps on the board supports executive functioning. Students can tick off steps as they complete them, which is particularly helpful during longer projects or practical work.

Working memory supports

Autistic students may forget steps quickly even when they understand the content. Support them with:

• examples on the board that stay visible during the task
• colour-coding sections of the work (e.g. date in one colour, title in another)
• repeated verbal cues (“First write, then check.”)
• First–Then structures and simple checklists

Exam preparation strategies

Autistic learners often struggle with changes in room layout, timing pressure, and question wording. Support them by:

• practising the exam format regularly, not just the content
• teaching common command words (“describe”, “explain”, “compare”) explicitly
• showing model answers and discussing why they are effective
• preparing students for the sensory environment (silence, invigilators, spacing between desks)
• where school policy allows, giving extra processing time for reading questions

These adjustments help autistic and non-autistic students feel more confident and reduce last-minute panic.

Bringing It Together

Every strategy in this chapter:
costs little or nothing, reduces stress, improves clarity, and strengthens teaching for all learners.

These classroom strategies work best when they sit within a broader culture of belonging and predictability described in Building Inclusive Schools in Bangladesh, and when teachers communicate regularly and respectfully with families, as explored in Working with Parents and Families.

Teachers do not diagnose. Teachers observe thoughtfully, respond compassionately, and adapt teaching to reduce barriers. In doing so, they open the classroom door wider for autistic learners – and for many others who have always found school hard to predict.