External Organization

(Supplementary to Chapter 10, Info In, Info Out, in Autism Spectrum Disorder in the Inclusive Classroom, 2nd Edition: How to Reach and Teach Students With ASDs)

More Strategies for Supporting External Organization

Organizing the Physical Space

What Where? Set up individualized charts with two columns, one labeled What and one labeled Where. Use icons to show, for example, that pencils go in the pencil basket, notes from home go in the teacher’s mailbox, games go in the closet, and so on. Photographic icons may be most useful in this context.

Organizing Workflow

→Designate Planning Partners: Just before dismissal, after everyone has copied down the homework, have pairs of students exchange planners to check that their partner has recorded the assignment correctly.

Say What You Mean: Instead of Clear your desk or Put your things away, be as specific as possible: Put your notebooks in your backpacks, put your pencils in your desks, and put the glue in the glue basket. If multi-step instructions are overwhelming, break your instructions into single-step pieces and/or post the steps on the board.


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