Collaborating with Autistic Clients and Students in Motor Learning

As an educator working with learners who experience motor challenges, I've learned that working together with my autistic clients and students during motor planning activities can make a big difference in their progress. Let's explore how this teamwork approach can create a more positive and effective learning experience for everyone involved.

The Power of Collaboration

Working side by side with autistic individuals has shown me the importance of their input in the learning process. By including them in decision-making, we can:

• Boost their confidence and motivation

• Create a more comfortable learning environment

• Tailor activities to their unique needs and preferences

  
  

For example, one of my students found it easier to control their movements when sitting on a cushion. We both agreed to keep using it, and the student even started bringing the cushion to our sessions.

Ingrid collaborates with a student who shares his thoughts by typing on a keyboard.

Reducing Stress, Improving Focus

Learning new motor skills can be stressful, especially for those with autism who might be sensitive to their surroundings. By asking for their input and adjusting our approach, we can help reduce anxiety and improve focus.

A Real-Life Example

One of my clients struggled with tracing letters repeatedly. We discovered that using a slant board to hold the stencil made a big difference. The student told me they felt less stressed and could concentrate better on spelling.

Personalized Learning Strategies

Every autistic individual has their own unique way of learning and processing information. By working together, we can create customized strategies that work best for each person. This approach not only helps them learn new skills more effectively but also encourages them to participate more actively.

Ingrid and Trevor collaborate while learning together.

The Benefits of Observation and Communication

By paying close attention to how my clients and students move and engage with activities, I've been able to spot patterns and challenges I might have missed before. Sharing these observations with them allows us to brainstorm solutions together.

This process has led to:

• Better understanding of individual needs

• More effective adjustments to activities

• Increased confidence and improved performance

  
  

Conclusion

Collaborating with autistic clients and students in motor learning activities has proven to be a game-changer. By valuing their input, reducing stress, and personalizing our approach, we create a more supportive and effective learning environment. This teamwork not only helps develop motor skills but also builds confidence and fosters a sense of ownership in the learning process.

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References:

McGregor, E., Campbell, A., & O'Gorman, L.** (2019). The Impact of Student Engagement in Decision-Making on Self-Efficacy in Autistic Students. *Journal of Autism and Developmental Disorders*, 49(6), 2390-2402. doi:10.1007/s10803-019-03996-5

McDonnell, J., McGowan, L., & O'Reilly, M.** (2021). Creating Inclusive Learning Environments: The Impact of Safety and Belonging on Student Performance and Stress. *Journal of Educational Psychology*, 113(5), 1020-1035. doi:10.1037/edu0000635

Miller, L. J., & Lane, S. J.** (2000). *Sensory Integration: A Comprehensive Approach*. In *Autism: A Comprehensive Occupational Therapy Approach*.

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Ingrid Ventura Ellis is the Program Director at Reach Every Voice. She is fluent in English and Spanish and also provides one-on-one communication instruction for students in our Gaithersburg location. You can book online consultations with Ingrid or any of our REV staff here.