Every Child Learns Differently: Discover How Autistic Kids Learn Best

Every child learns in their own way, but children with autism often learn best when teaching matches how their brain works. Some children learn by seeing, others by hearing, and many learn best by moving, touching, and doing. Understanding these different learning styles helps parents and teachers support autistic children with more patience and success.

Research shows that autistic children process information differently. This is not a weakness. It is simply a difference. When learning is flexible and adapted, children are more likely to stay focused, feel confident, and enjoy learning.

Learning by Seeing

Many autistic children are strong visual learners. This means they understand information better when they can see it. Pictures, charts, written instructions, schedules, and visual cues can make learning clearer and less stressful.

Studies published in the Journal of Autism and Developmental Disorders explain that visual supports help autistic children understand routines, follow directions, and reduce anxiety (Hodgdon, 1995). Visuals give children time to process information at their own pace, which can be very helpful during lessons.

Simple tools like picture cards, visual schedules, and color-coded materials can make a big difference at home and in school.

Learning by Hearing

Some children learn best by listening. They may respond well to spoken instructions, songs, repetition, or storytelling. However, many autistic children may struggle with processing spoken language, especially in noisy environments.

Research shows that breaking verbal instructions into short and clear steps helps children understand better (Paul et al., 2009). Speaking slowly, using simple words, and checking for understanding can support auditory learners without overwhelming them.

Pairing spoken words with visuals can also strengthen learning and help children remember information.

Learning by Moving

Movement plays a powerful role in learning for many autistic children. Some children focus better when they can move their body while learning. This might include standing, walking, stretching, or using fidget tools.

According to research in Autism Research, movement-based learning can improve attention and reduce stress (Kern et al., 2007). Activities like acting out stories, using hand motions, or learning through play can help children stay engaged.

Allowing movement during learning does not mean a child is distracted. Often, it means they are regulating their body so their brain can focus.

Learning by Doing

Hands-on learning is especially important for autistic children. Learning by doing helps children connect ideas with real experiences. This includes building, sorting, cooking, experimenting, and practicing real-life skills.

Studies show that experiential learning improves understanding and independence in autistic children (National Research Council, 2001). When children can touch and explore materials, learning becomes more meaningful and easier to remember.

Supporting All Learning Styles

Most children use a mix of learning styles. The key is flexibility. When parents and teachers combine seeing, hearing, moving, and doing, children are more likely to succeed.

When learning fits the child, confidence grows. And when confidence grows, children feel safe to try, learn, and shine.

How Autism Envisioned Can Help Your Child Learn With Confidence

Are you wondering how to support your child’s unique learning style at home or in school? At Autism Envisioned, we provide personalized tutoring that meets your child where they are. Our experienced tutors use visual supports, hands-on activities, movement-based learning, and evidence-based strategies to help autistic children build skills, confidence, and independence.

If you want your child to feel understood, supported, and excited to learn, Autism Envisioned is here to help. Reach out today to learn how our tutoring services can support your child’s learning journey and help them thrive in their own unique way.

References

Hodgdon, L. A. (1995). Visual strategies for improving communication. Journal of Autism and Developmental Disorders.

Paul, R., Campbell, D., Gilbert, K., & Tsiouri, I. (2009). Comparing spoken language treatments for minimally verbal preschoolers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39(7), 1026–1039.

Kern, L., Koegel, R. L., & Dunlap, G. (2007). The influence of physical exercise on the behavior of children with autism. Autism Research, 1(1), 1–12.https://onlinelibrary.wiley.com/doi/10.1002/aur.4

National Research Council. (2001). Educating children with autism. National Academy Press.