Students with Autism Spectrum Disorder (ASD) often demonstrate a unique way of learning characterised by preferences or strengths in processing information that is presented:
- in chunks or pieces (gestalt processing or a focus on immediate information, not the global or whole picture)
- simply, clearly and in an uncluttered format
- as non-transient (it stays available to the student such as visual information; verbal instructions can be fleeting)
- sequentially (in a set and pre-determined order)
- holistically within a context to support comprehension
- with links to already known concepts, interests and memories
- with a focus on concrete concepts and information (facts) not abstract or variable concepts or information.
The above preferences can present as learning strengths in some students in the following manner:
- good visual and spatial memory useful for copying, following models of the end product, remembering information that is presented visually or matching and decoding information
- rote learning abilities, such as reciting and learning letters, patterns, words, sequences and numerical patterns and abilities to recall factual information
- ordering information such as numbers and a desire to attribute a numerical value or order to abstract or new concepts such as possibility, chance, or the future (e.g. a predictable routine or sequence, assigning a percentage, ordering objects or activities)
- the ability to follow established routines, rules or patterns consistently such as using templates or organised work systems independently
- the ability to quickly learn and adhere to consistent rules and patterns in language
- the visual recognition of numbers, patterns, images, letters and words in a range of contexts and environments
- an interest and often large amounts of knowledge in specific topics or concepts which may be extended, linked to further learning and concepts or used to motivate engagement and increase success
- a preference for active learning such as sorting, matching and physically building or manipulating materials
- a preference for visual learning from adaptations such as video models, visual cues, mapping, following lists and using visually sequential work systems and work stations
- some young children with ASD learn to read accurately at a very young age and may start Prep already reading or have well-developed maths and ordering concepts
- an interest and preoccupation with reading and the gathering of facts and information useful in the role of 'expert presenter' or topic co-ordinator responsibilities.