Suggestions for Faculty and Staff
- Clearly discuss class expectations for in-class behaviors. Review Mt. SAC’s Code of
- Review accommodations with your student during office hours (rest breaks, note taker,
audio recording, extended test time, etc.).
- Identify your students’ learning & communication preferences. Side (Private) meetings
between professor and student.
- Engage your class via various learning styles, not all ASD students present the same
or respond to the same teaching approach. (learning preferences)
- Be open minded about social coaches, peer mentors, “class buddies,” and parents (completing
- Help facilitate social engagement or groupings of students.
- Refer to appropriate resources on campus: tutoring, ATC, office hours for clarification
of class lecture or assignments.
- Think of creatively, non-verbal cues, for example using your hand to signal student
to lower voice.
- Be direct when communicating with student, “We are leaving class and you can talk
to me during office hours.”
- Encourage the use of stress reduction techniques, e.g. stress balls or deep breaths.
- Team up or consult with ACCESS staff to identify techniques that will help your student.
- Make a recommendation to ACCESS; the student may receive a referral to Puzzle Project
or other resources.
Mt. SAC's Annual Report story 2019