Framing the Foundations: A Practice Model for Teaching Children on the Autism Spectrum in Early Years Classrooms

Abstract

Starting school is major educational transition for all children as it requires the forming of fresh relationships, settling into a new classroom environment, and engaging in more formal learning activities. For children on the autism spectrum, starting school is a stressful period due to the substantially changed conditions. With appropriate and flexible supports, however, these children can overcome their desire for sameness, belong to a community of active learners, and experience academic and social success. This chapter presents a practice model to support teachers seeking to successfully include and educate children on the spectrum in the early years of schooling. This Model of Practice comprises 23 practices aligned with the organizers of Belonging, Being, and Becoming from the Australian Early Years Learning Framework. The practices are foundational in nature and enable teachers to identify and use them in their planning and instruction in order to respond effectively to specific children's needs. The model has been field tested by early years teachers from 23 schools across three Australian states. Perspectives provided by these teachers about the model and how they used it in their classrooms are woven into the chapter. Their perspectives highlight the usefulness of the model as a classroom resource for teaching not only children on the spectrum but also those with diverse learning needs. Reported perspectives also indicate that using the model may enhance teachers' autism-specific knowledge and confidence in working with children on the spectrum. The chapter concludes with recommendations made by teachers for using the practice model.

Citation

Beamish, W. and Taylor, A. (2022), "Framing the Foundations: A Practice Model for Teaching Children on the Autism Spectrum in Early Years Classrooms", Scorgie, K. and Forlin, C. (Ed.) Transition Programs for Children and Youth with Diverse Needs (International Perspectives on Inclusive Education, Vol. 18), Emerald Publishing Limited, Leeds, pp. 25-35. https://doi.org/10.1108/S1479-363620220000018003