The classroom environment should be structured so that the program is consistent and predictable. Individuals with autism need to have routines. Checklists and visual schedules often work well. Students with autism benefit from teaching that relies on the concrete. Objects and pictures are better than words only.
Demonstrations frequently are useful.
Often it may appear that students with autism are not understanding what has been presented, but teachers need to assume what they are saying has been understood. People with autism usually need more time to process what they have been presented - about 20 seconds. It is not a good idea simply to repeat a message, as repetition can interfere with this processing. Individuals with autism learn more easily and are less confused when information is presented visually as well as verbally. It can be helpful to provide visual instructions that show what has been finished, what needs to be done and how the student is to proceed.