Autism+and+Performing+Arts

//**Here are some tips that can help teachers bring out the best in performers with autism**.//

 * In the classroom… **

· Familiar routines are very important for children with motor planning difficulties. Whenever possible, develop routines and warn the child in advance of changes. A predictable class schedule may help autistic learners transition from one activity to the next.

· Use visual cues for transitions. A timer that clearly shows the passing of a prescribed time can help the child to anticipate the end of an activity.

· Give simple step-by-step directions for novel activities using the child's most efficient modality (i.e., verbal, visual, hand-over-hand). Peer tutoring can also be an effective tool that provides additional social interaction.

· Strong information to the muscles and joints (proprioception) is generally calming and organizing. Notice when your autistic learner may need to use, lift, or move weighty props or instruments.


 * On stage… **

· Scripts or stories are very helpful for children with autism. Autistic learners can sometimes struggle with improvisation, but may do very well with reciting lines, and performing movement with consistency.

· Some autistic children are organized by vestibular input (relating to the child's perception of movement due to the inner ear being activated and the position of the head being changed). Vestibular movement promotes body awareness and balance. Incorporation of jumping, spinning, or swinging movement into a performance piece can be beneficial.

· Sudden changes in temperature, lighting, sound, and other outside stimuli may be disturbing to autistic performers. Allow for adequate Dress Rehearsal time in the performance space.