Overview:
While social-emotional learning curriculum is needed for all students, there is a need for our students with autism for more differentiation.
In the realm of education, one size certainly does not fit all. As educators, it’s our responsibility to ensure that every student, regardless of their abilities or challenges, has the opportunity to thrive. For students with autism, social-emotional learning (SEL) is not just a curriculum; it’s a lifeline – a pathway to understanding, connection, and growth.
Bridging the Gap for Students with Autism
This past year, upon entering my classroom, I was struck by a profound realization: despite the abundance of resources available for Social and Emotional Learning (SEL), there was a notable absence of materials tailored specifically for students with autism. Motivated by a deep commitment to my students’ well-being, I embarked on a mission to bridge this gap. I discovered that the special education curriculum provided by my school lacked the necessary adaptations for students with autism. When reading over the lesson plans in the curriculum provided by the district, many of the activities stated, “this should be easy for your students.”
These activities that the curriculum stated should be “easy” were skills that my students had not yet achieved. It was obvious to me that the curriculum was created with neuro-typical students in mind and not for students with different needs and academic abilities. Recognizing this disparity, I modified the curriculum to make it meaningful and accessible for all my students. When preparing for SEL lessons with my students, I would look at each lesson provided by the curriculum and think, “what do my students need to be able to access this information fully? How can students truly engage with the SEL principles I want them to achieve and understand?”
Let me be clear: the curriculum provided by my school is exceptional. It’s thoughtfully designed, comprehensive, and aligned with the latest research in social-emotional practices. However, as any educator knows, a curriculum is only as effective as its implementation. For students with autism, that implementation often requires a nuanced approach that considers their unique strengths, challenges, and learning styles.
Tailoring a Curriculum
So, how did I go about tailoring the curriculum to meet the social-emotional needs of my students? I sat down with the curriculum and looked through each lesson. It began with a deep dive into understanding my student’s individual profiles – their interests, preferences, triggers, and communication styles. Armed with this knowledge, I set out to adapt the curriculum in a way that would resonate with each of my students personally. I could look at the curriculum and think about what social-emotional skills my students had, what skills they were still working on, and how I would push them to get even further in their social-emotional learning.
Alongside the school social worker, we decided to invite our buddy class in for our SEL lessons. Our buddy class is a general education class that I have paired with this year to allow my students more opportunities for inclusion and social interaction. Inviting our buddy class served a dual purpose: not only did it facilitate inclusion and social interaction for my students, but it also provided valuable opportunities for general education students to learn alongside their peers in a diverse setting.
By integrating students from both general and special education environments, we aimed to foster a culture of inclusivity and empathy where all students could learn from one another’s perspectives and experiences. This collaborative approach enriched our SEL lessons and helped cultivate a supportive and understanding classroom community where differences were celebrated, and everyone felt valued and included. By just inviting our buddy class for our SEL lesson, we were already starting to embed social-emotional learning into the fibers of our classroom culture.
Impact beyond the classroom
The impact went beyond the classroom walls. The general education students benefited immensely from interacting with my students, as they were able to gain a deeper understanding and appreciation for individuals with different abilities. They witnessed firsthand the unique strengths and perspectives my students brought to the table, fostering empathy, kindness, and acceptance among them. Moreover, my self-contained students cherished the additional time spent with their general education peers.
They thrived in the inclusive environment, building friendships, practicing social skills, and learning from one another. The enthusiasm was palpable, with the buddy class eagerly begging their teacher for more opportunities to interact with my students. Outside of structured lessons, they sought out moments to connect, whether it was playing together on the playground, sharing lunch, or simply chatting in the hallways. This integration enriched the educational experience for all involved and nurtured a sense of belonging and community that extended far beyond the confines of our classroom.
Sensory Integration and Mindfulness
Another crucial component of my approach was emphasizing sensory integration and mindfulness practices. Many individuals with autism experience sensory sensitivities or challenges, which can impact their ability to engage in social-emotional learning activities. To address this, I incorporated sensory breaks, sensory-friendly materials, and sensory modulation strategies into the curriculum, creating an environment that felt safe, comfortable, and conducive to learning. Moreover, mindfulness exercises were integrated into our daily routine, providing both gen ed and self-contained students with tools to manage stress, regulate emotions, and improve focus.
The practice of mindfulness not only benefited my students with autism by enhancing their self-awareness and emotional regulation skills but also proved valuable for the general education students, who found it helpful in reducing anxiety and improving overall well-being. By embracing mindfulness as a shared practice, our classroom became a sanctuary of calm and acceptance where every student could thrive.
Social-Emotional Growth
As the year has progressed, I have witnessed remarkable growth in my students – not just academically but socially and emotionally as well. They have made huge progress in expressing their feelings. Students who before weren’t telling me how they felt have been able to come to me and say “I am happy” or “I am sad”. This gives them the power to own their emotions and get the support they need when they may be feeling upset or hurt. Or, it can give them the power to express their happiness and excitement in ways that may have felt impossible to them before. These tools allow them to regulate their emotions and navigate social situations more confidently than ever. And while the journey was not without its challenges, the rewards far outweighed the obstacles that I know they will continue to overcome in the years to come.
Looking back on this past year, I am filled with gratitude for the opportunity to watch and be part of the growth happening in the lives of each of my students. While there may not be many curriculums tailored specifically for SEL in this population, I am proud to say that with creativity, compassion, and dedication. Educators have the power to create a learning environment that meets the unique needs of every student—one where they can learn, grow, and thrive, both inside and outside the classroom.
As I reflect on the journey of the past year, I am deeply grateful for the progress we’ve made in fostering a supportive and inclusive learning environment for all students within my classroom and school district as a whole. However, in my experience with the social-emotional learning (SEL) provided for me to support my students, I’ve noticed a gap that warrants attention.
SEL Curriculum needs Differentiation
While SEL promotes inclusivity and diversity, the curriculum currently used by my district is stringent in its requirement for strict adherence, lacking the necessary flexibility to meet the unique needs of my specific population of students. I hold great respect for my school district’s choice of curriculum for our general education students. Upon reviewing the curriculum, I found it comprehensive, engaging, and effective in prompting deep and meaningful exploration of SEL concepts. However, it became apparent that it overlooks the needs of students in my classroom, as it does not provide the level of differentiation required to support their diverse learning needs.
I am deeply invested in supporting my district and ensuring that every student receives the tailored support they need to thrive academically, socially, and emotionally. While our current SEL curriculum is commendable in many respects, I believe there is an opportunity to enhance its effectiveness by incorporating greater flexibility and differentiation to meet better the diverse needs of all students, including those in my classroom. Having seen the positive impact of tailored curricula in the past, I am convinced that providing more flexibility in our SEL curriculum or exploring alternative options could greatly benefit our students.
A Journey of Curriculum
In previous instances, my district has successfully identified and implemented different curricula to better support specific student populations, demonstrating a commitment to meeting the unique needs of all learners. I see this as an exciting opportunity to collaborate with my district to find or adapt a curriculum that aligns with the rigorous standards set for SEL and offers the adaptability necessary to meet the varied needs of students in different classrooms. By working together, we can ensure that every student can access high-quality SEL instruction responsive to their strengths, challenges, and learning styles. This collaborative effort not only enhances the educational experience for students but also fosters a culture of continuous improvement and innovation within our district. Social-emotional learning is truly about meeting each individual where they are, and therefore, it is important to find or create a curriculum that reflects this principle.
Social-emotional is a lifeline
The journey of implementing social-emotional learning (SEL) in my classroom has been nothing short of transformative. Social-emotional learning is not just learned through a curriculum; it’s a lifeline that offers students a pathway to self-awareness, self-management, mindfulness, social awareness, and relationship skills. Witnessing the profound impact of SEL on my students’ lives has been awe-inspiring. It’s heartwarming to see them grow academically, socially, and emotionally.
Despite encountering challenges with the current curriculum’s lack of flexibility, I remain deeply committed to the power of SEL in nurturing students with autism holistic development. Witnessing the profound impact of SEL on my students’ lives has been awe-inspiring. It’s heartwarming to see them grow academically, socially, and emotionally. From expressing their feelings with newfound confidence to forging meaningful connections with their peers, SEL has empowered my students to navigate the world with resilience and compassion. As we look to the future, I am excited about the possibilities that lie ahead.
Collaborating with my district to enhance our SEL curriculum, ensuring it’s adaptable to the diverse needs of all learners, presents a thrilling opportunity for growth and innovation. By harnessing the power of SEL with students with autism, we can create a learning environment where students feel supported, valued, and equipped with the tools they need to thrive in school and beyond. In closing, let us continue to celebrate the incredible impact of SEL on students’ lives and work together to ensure that every child has the opportunity to unlock their full potential through the transformative power of social-emotional learning.
Together, we can cultivate a brighter, more inclusive future for all.
