Bearing in mind that every child has different needs, these are just some guidelines on how you can adapt:

1. Inform others
   - inform your other colleagues about the child’s condition; ensure they know what to expect
   - talk to the other children about autism; prepare them for the fact that their classmate may act a little differently, e.g. screaming unexpectedly or laughing at a strange moment. However, explain that the child cannot help it and has feelings like all of us. This is extremely important, since the child can be extremely vulnerable to bullying and teasing if others do not understand.
   
2. Get support from other helpers
   - talk to the child’s parents and any other care-givers for advice and support
   - appoint a classroom assistant if needs be (however, avoid letting the child become over-dependent on s/he. Sometimes, it is better if the assistant is available for all the other children as well as the child with ASD.)
3. Encourage the child to interact
   - as far as possible, include the child in all class activities, partnering s/he up with sympathetic partners or groups
   - emphasize the social aspects of activities, eg. After a cookery class, emphasis could be placed on sharing out the food.
   - should the child refuse to join team games, two-player games, such as chess or badminton could be alternatives, so that s/he still learns to play with others
   - keep a lookout for the child during break times, as s/he may spend a lot of time alone. Some may be contented with being alone, but some older children may feel left out. If so, you could introduce a teacher or some mature students to the child and encourage interaction between them.
4. Be conscious of the way you speak
   – when speaking to the class or to the child, speak in a direct manner, avoiding sarcastic or metaphorical language, eg. "I’m just pulling your leg"
   – make sure that the child is listening and following what you are saying; if s/he appears not to have understood, it is useful to repeat yourself
   – when addressing a group, you may have to call out the child’s name first, then the rest of the group, to ensure that the child with ASD knows s/he should listen
   
   "Most of us shut off if we listen to a foreign language we don’t understand. A child with autism is the same: if one or two sentences go over their head, they shut off. You need to keep checking that they are listening and understanding. Be aware of your own language." – Angela Dyer, Essex advisory teacher of special needs
   
5. Adapt your teaching methods
   – use visual aids for subjects which are more abstract, eg. pictures accompanying a story, diagrams in worksheets
   – help the child with practical tasks which s/he may find difficult in coordination, eg. learning to use a pencil, catching a ball, riding a bicycle
   – teach in small groups, and with minimal distractions
   – set assignments of moderate difficult, not too easy or too hard, allowing the child to build up in confidence and competence
   – encourage and reward whenever the child does something right; do not blame them for mistakes
   – link the teaching of subjects with the child’s interests; for example, if the child likes stamps, you could use counting stamps as a way of teaching mathematics
   – be cautious when teaching children with ASD about abstract topics, such as religious studies or history, as the child may have difficulty with handling abstract or philosophical information; it may be advisable for the child to take up alternate subjects if possible
   – give the child ample time to complete tasks, as time limits are difficult for them; it may be useful to arrange for them to get extra time in examinations if possible
6. Arrange timetables
   – create a structured timetable, so that the child has a routine to follow
   – if there are any unavoidable changes to the timetable, eg. a fire drill, it is best to mentally prepare the child as early as possible
   
   "Maintain a stable, ordered secure environment. The Autistic child simply cannot function if there are too many changes in the day." – Temple Grandin, person with Asperger Syndrome, Emergence Labelled Autistic, Costello, 1986.