Today, every school in America has students who have been diagnosed with ASD (Austim Spectrum Disorder)—a neurological disorder on the autism spectrum. The effects of this disorder vary widely, but it is important for every teacher to understand how to recognize behaviors that may indicate ASD. In this course, you take away strategies for working effectively with ASD students. And you will find out how to work effectively with parents to create the most positive learning environments for children and teens with this disorder.

The course is geared for K-12 teachers, but it is also relevant for counselors, faculty in higher education, parents and anyone else interested in understanding this important issue.

Course Outline

Unit 1.
What is 
-How is 
ASD diagnosed
-What kinds of behaviors are common among 
ASD students
-What experiences are typical for 
ASD students in school

Unit 2.
Effective communication and learning environment
-What constitutes a comfortable environment
-How to tell if your 
ASD student is feeling lost
-Bullying and inclusion

Unit 3.
Effective Interventions
 -Enforcing the IEP and 504 Plans
-Teens and 

Unit 4.
Working with Parents
-Listening to Parent Concerns
-Understanding Parents’ experiences and perspective
-Creating Parent/Teacher Teamwork

Question MarkAbout online learning

Online learning is a fun, enjoyable and very productive way to learn. Millions of people are learning online each year. You will engage with the instructor and other participants. You will get to know your instructor and other participants. You may make friends. It’s easy. It’s fun.

GearsHow the Course Works

It is easy to participate in your online course. After you register, you will be given a web address to go to get into your online classroom. You will have a password and use your email address and password to gain access.

Once inside the online classroom, here’s what you can expect.

CalendarParticipate when you want

You can participate any time of day or evening. The online classroom is open 24 hours a day, 7 days a week.
There are no live real-time requirements or meetings. You decide when you participate.
For the best learning, participants should log into the course on 2-3 different days of the week.

ChecklistWhat you will do

For each Unit, you will:

  • Read the print readings (about 20 pages a week)
  • Have the option of accessing the online readings
  • Listen to the audio presentation for the Unit and view the slides
  • Have the option of taking a self-quiz to see how much you have learned
  • Engage in written online discussion with your instructor and other participants

For best learning, you should make one or more comments at 2-3 different times each week.
The content (readings, audio lectures, slides) and self quizzes are accessible for the entire course, so you can work ahead, or go back and review again, at your convenience.

Next offering(s):

Developing the Socialization Skills for Students with ASD in the Inclusive Classroom
March 4 - 29, 2024
June 3 - 28, 2024
October 7 - November 1, 2024

Gender Matters Gender in the Classroom
March 4 - 29, 2024
June 3 - 28, 2024
October 7 - November 1, 2024

Generational Learning Styles
April 1 - 26, 2024
June 3 - 28, 2024
November 4 - 29, 2024

Add Certificate To Cart
$395.0000 USD

Ave. hours 16, 1.6 CEUs/ILUs

$145 USD

About Your Instructor

Julie Coates is an experienced researcher, teacher and trainer in the area of students with 
ASD. She teaches courses at the graduate level in adult and higher education for the University of South Dakota, does seminars, training and online courses for K-12 teachers, and has experience teaching in an elementary school. Coates wrote the pioneering book Generational Learning Styles. She authored a chapter on students with ASD as co-author of the new book, The Pedagogy of the 21st Century.

What some students say:

"Thank you so much for an informative class!":-) - Karen Newman

"This course was so interesting! Thanks for everything. All the information is very useful." -  Yendry Sibaja

"Thank you for all the information. The class has been great. I have learned a lot." - Cindy Soto

Course Objectives

1. To convey the symptoms of ASD  
2. To provide an understanding of what constitutes security in the learning environment 
3. To provide strategies that will foster understanding and tolerance among other children
4. To address what interventions and strategies are most likely to maximize student comfort and achievement
5. To address how to be able to communicate effectively with 
ASD students and to understand how to best support their unique learning needs
6. To provide an understanding of how to work effectively with the parents of 
ASD students to create a consistent parent/teacher team approach to student support

Course Outcomes

At the end of the course, you will know how to:

1. Recognize behavior characteristics of ASD and to respond positively
2. Maximize learning and success experiences for students with 
3. Reduce stress for the 
ASD student and the teacher when dealing with ASD students
4. Minimize classroom melt-downs and deal with them effectively when they do occur
5. Help integrate 
ASD students into classroom activities and increase social comfort of ASD students
6. Provide a secure learning environment where students with 
ASD can operate comfortably
7. Foster understanding among other children about differences in individual behavior
8. Communicate effectively with 
ASD students and  understand how to best support their unique learning needs
9. Work effectively with the parents of 
ASD students to create a consistent parent/teacher team approach to student support

Completion Requirements