Implications in the Classroom
Child
Autistic students’ language difficulties, lack of social interaction skills, unusual/challenging behavior, learning difficulties, unusual patterns of attention, unusual responses to sensory stimuli, and anxiety, make it very difficult for autistic students to be happy in a social environment, such as a classroom. The numerous social interactions can cause autistic students stress because of their inability to interact with students appropriately. They have difficulty making and maintaining relationships because their ways of interacting with others are limited. It is not that they are unwilling to interact with others, but that they are unable to process social information from the social interactions and use necessary communication skills to reply. Since autistic students have difficulty keeping relationships, they may feel isolated or rejected.
Learning disabilities negatively affect autistic children. The learning disabilities may include trouble paying attention to relevant cues and information, inability to plan, organize and solve problems, deficits in concept formation and abstract reasoning, and impairment in social cognition, which includes deficits in the capacity to share attention and emotion with others, and to understand the feelings of others. These learning disabilities may cause the autistic students to fall behind others students in the class, which may make the autistic students feel inadequate to their classmates, and frustrated with their inability to perform basic school tasks.
Autistic individuals respond differently to sensory stimulation than others. Autistic students’ responses to sensory stimulation such as touch, the texture of objects, sounds, odors, and visual stimulation can range from hyposensitivity to hypersensitivity. Therefore, various everyday-school stimuli may be disturbing or painful to autistic students. Autistic individuals need to be aware of the sensory stimuli that negatively influence their behavior, and whenever possible avoid these stimuli. Since avoiding these types of stimuli may be difficult, if not impossible, for an autistic student in the classroom, autistic students need to be aware of what to do if the negative stimuli arise.
Learning disabilities negatively affect autistic children. The learning disabilities may include trouble paying attention to relevant cues and information, inability to plan, organize and solve problems, deficits in concept formation and abstract reasoning, and impairment in social cognition, which includes deficits in the capacity to share attention and emotion with others, and to understand the feelings of others. These learning disabilities may cause the autistic students to fall behind others students in the class, which may make the autistic students feel inadequate to their classmates, and frustrated with their inability to perform basic school tasks.
Autistic individuals respond differently to sensory stimulation than others. Autistic students’ responses to sensory stimulation such as touch, the texture of objects, sounds, odors, and visual stimulation can range from hyposensitivity to hypersensitivity. Therefore, various everyday-school stimuli may be disturbing or painful to autistic students. Autistic individuals need to be aware of the sensory stimuli that negatively influence their behavior, and whenever possible avoid these stimuli. Since avoiding these types of stimuli may be difficult, if not impossible, for an autistic student in the classroom, autistic students need to be aware of what to do if the negative stimuli arise.
Teacher
A teacher encounters many challenges when teaching autistic students. These challenges arise from autistic students’ characteristics of having difficulties with language, social interaction, presenting normal behavior, learning, attention, sensory stimuli, and anxiety. To help autistic students to be more successful in the classroom, teachers need to modify instruction, provide students with strategies that help them to function in the classroom, and develop an IPP with the assistance of the parents, administration, and sometimes the child. Below is a list of ways to help autistic students learn.
Language Difficulties:
Students have many language difficulties that make communication with others difficult. In order to help autistic students with their language difficulties, teachers must focus instruction on:
· Paying attention
· Imitating
· Comprehension of common words and instructions
· Using language for social reasons (rather than using language to have basic needs met)
· Functional communication
Social Interaction Difficulties:
Autistic students’ social interaction difficulties make it very difficult for them to engage with others. Since social interaction is such a key factor in every classroom, teachers need to focus on helping students with their social interaction skills. To help autistic students with their social interaction skills, teachers need to make sure that they provide opportunities for meaningful contact with peers, and teach them to:
· Tolerate others in the same physical space
· Imitate the actions and vocalizations of others
· Engage in parallel activities with others
· Share materials
· Take turns when participating in a familiar activity
· Use eye contact to initiate and maintain interactions
Unusual/Challenging Behavior:
In addition to the language and social interaction difficulties, autistic students also exhibit unusual/challenging behavior. In order to help autistic students with their unusual/challenging behavior, teachers need to teach them strategies to:
· Expand students’ interests
· Develop skills across a variety of useful areas
· Monitor their level of arousal or anxiety
· Prepare for planned changes
· Calm down and reduce anxiety
Although teaching autistic students strategies to reduce their unusual /challenging behavior does reduce this behavior from arising, teachers need to be aware of how to deal with the challenging behavior if a situation is to arise.
Learning Problems:
Autistic students also have learning problems. In order to help autistic students with their learning problems, teachers need to:
· Incorporate visual material into their teaching (autistic individuals are visually oriented)
- Use visual supports for communicating choice
· Teach key social rules- Waiting, taking turns, making transitions, changing the topic, finishing, initiating, being flexible, being quiet
Unusual Patterns of Attention:
To help autistic students with their unusual patterns of attention, teachers need to:
· Be clear and concise
· Be consistent with students’ comprehension levels
· Focus their attention
· Emphasize the most relevant information
Unusual Responses to Sensory Stimuli:
Autistic students respond differently to sensory stimulation than other students. To help autistic students with their unusual responses to sensory stimuli, teachers need to:
· Try to create a classroom that will not provide students with situations that are over-stimulating
· Be aware of the different experiences of sensory stimulation and know how to respond
Anxiety:
To help autistic students with their anxiety, teachers need to provide:
· Warnings about upcoming transitions and changes
· Daily and weekly schedules to increase predictability
· Calming strategies or coping skills
· Factual information regarding fear or anxiety arousing situations (Ex. What to do when I’m lost)
· A calming area within the classroom
Language Difficulties:
Students have many language difficulties that make communication with others difficult. In order to help autistic students with their language difficulties, teachers must focus instruction on:
· Paying attention
· Imitating
· Comprehension of common words and instructions
· Using language for social reasons (rather than using language to have basic needs met)
· Functional communication
Social Interaction Difficulties:
Autistic students’ social interaction difficulties make it very difficult for them to engage with others. Since social interaction is such a key factor in every classroom, teachers need to focus on helping students with their social interaction skills. To help autistic students with their social interaction skills, teachers need to make sure that they provide opportunities for meaningful contact with peers, and teach them to:
· Tolerate others in the same physical space
· Imitate the actions and vocalizations of others
· Engage in parallel activities with others
· Share materials
· Take turns when participating in a familiar activity
· Use eye contact to initiate and maintain interactions
Unusual/Challenging Behavior:
In addition to the language and social interaction difficulties, autistic students also exhibit unusual/challenging behavior. In order to help autistic students with their unusual/challenging behavior, teachers need to teach them strategies to:
· Expand students’ interests
· Develop skills across a variety of useful areas
· Monitor their level of arousal or anxiety
· Prepare for planned changes
· Calm down and reduce anxiety
Although teaching autistic students strategies to reduce their unusual /challenging behavior does reduce this behavior from arising, teachers need to be aware of how to deal with the challenging behavior if a situation is to arise.
Learning Problems:
Autistic students also have learning problems. In order to help autistic students with their learning problems, teachers need to:
· Incorporate visual material into their teaching (autistic individuals are visually oriented)
- Use visual supports for communicating choice
· Teach key social rules- Waiting, taking turns, making transitions, changing the topic, finishing, initiating, being flexible, being quiet
Unusual Patterns of Attention:
To help autistic students with their unusual patterns of attention, teachers need to:
· Be clear and concise
· Be consistent with students’ comprehension levels
· Focus their attention
· Emphasize the most relevant information
Unusual Responses to Sensory Stimuli:
Autistic students respond differently to sensory stimulation than other students. To help autistic students with their unusual responses to sensory stimuli, teachers need to:
· Try to create a classroom that will not provide students with situations that are over-stimulating
· Be aware of the different experiences of sensory stimulation and know how to respond
Anxiety:
To help autistic students with their anxiety, teachers need to provide:
· Warnings about upcoming transitions and changes
· Daily and weekly schedules to increase predictability
· Calming strategies or coping skills
· Factual information regarding fear or anxiety arousing situations (Ex. What to do when I’m lost)
· A calming area within the classroom
Other Students
A typical classroom includes many diverse learners and cultures. A child with autism adds to the vast diversity, and can create a very positive experience within the classroom. Having a student in your class can be a learning experience for all parties involved. Unfortunately, in many cases the student with autism is often isolated. The other students may not be aware of the characteristics that come along with the syndrome and can feel confused with what is often expressed. They may believe that the student is hostile when peers attempt to include them in their daily greetings or interactions, and there is a lack of response. Because there is often an aid or assistant with the child, a student may feel uncomfortable or intimidated in approaching the student. Students may also believe that it is unfair that the child is provided with alternative assignments, often leaves the class, and does not have to participate regularly. Peers can also be afraid to do something that will make the student upset, this can easily be changed by giving simple suggestions based on what you know will work with their needs. The most effective way to demolish these beliefs of stereotypes is to provide the classroom with information on the disorder. It would also be an interesting way to compare all of the students similarities and differences with each other. It is clearly important to create these relationships amongst all students in order to create a sense of community.
To take the next step towards integrating the autistic student further into the classroom many teachers assist peers in their daily interactions with the other students. Allowing them to stand at the door and give a high-five to each student on their way out is a simple way to create the initial bonds necessary to create connections. Simple suggestions from the teacher can be made to help integration become more prominent within day to day interactions. This would include encouraging peers to approach interactions with gentleness. If the student does not immediately react, they should repeat questions and be persistent rather than giving up. Students can also use visual cues to help conversation continue. Students with autism often need time to process information, as a result peers should be sensitive to the fact. It is crucial for your class to know the different behaviours that often arise within a person diagnosed with autism. Student peers must be aware of how to deal with these behaviours if they may arise. One important fact to note is that it is okay to say "no" if inappropriate behaviour occurs. Creating many different opportunities to implement peer interactions with classmates will be highly beneficial to both sides. Students will soon discover that they share the same hobbies, passions and skills which will create much more authentic interactions. With each day passing, peers will become familiar and comfortable with their autistic classmate and positive inclusion will occur. Although it will not happen overnight, a teacher must be committed and encouraging in order to create cooperative learning.
To take the next step towards integrating the autistic student further into the classroom many teachers assist peers in their daily interactions with the other students. Allowing them to stand at the door and give a high-five to each student on their way out is a simple way to create the initial bonds necessary to create connections. Simple suggestions from the teacher can be made to help integration become more prominent within day to day interactions. This would include encouraging peers to approach interactions with gentleness. If the student does not immediately react, they should repeat questions and be persistent rather than giving up. Students can also use visual cues to help conversation continue. Students with autism often need time to process information, as a result peers should be sensitive to the fact. It is crucial for your class to know the different behaviours that often arise within a person diagnosed with autism. Student peers must be aware of how to deal with these behaviours if they may arise. One important fact to note is that it is okay to say "no" if inappropriate behaviour occurs. Creating many different opportunities to implement peer interactions with classmates will be highly beneficial to both sides. Students will soon discover that they share the same hobbies, passions and skills which will create much more authentic interactions. With each day passing, peers will become familiar and comfortable with their autistic classmate and positive inclusion will occur. Although it will not happen overnight, a teacher must be committed and encouraging in order to create cooperative learning.
Administration
The main role of school administration is to implement proper programs in order to create success amongst students with autism. This would include hiring qualified staff, finding and providing resources to appropriate teachers, and offering support for parents, teachers and the student. Principals are also often actively involved in creating IPPs and initiating procedures for these students.
Parents
The parents of a child with autism may appear like every other parent to the human eye, but if you look deeper it is clear these parents are truly inspirational. It is the parents who will first come into contact with their child's differences. It is usually evident that their child's development is not progressing, and at this point the parent would most likely take the concern to their family physician. Some common factors that are often reported include; unusual listening patterns, a lack of response to language, minimal eye contact and a resistance to create bonds with family, unusual eating and sleeping habits, and finally very slow developing language and communication skills. It is often that children are diagnosed at a young age, but for some it can happen in later years. As you could imagine this process is more than stressful for both the child and their parents. For the parent it often ends in relief knowing that there has been an explanation to their child's behaviour. As in any diagnosis, it can be extremely difficult to accept, however the best thing to do for the child is to accept the help that has been offered.
Parents may struggle with the fact of being away from their child for several hours a day, but the child will benefit greatly from the educational setting. It is clear that the parents of the child will know them the best (abilities, hobbies, likes and dislikes, etc.). Parents also hold a wealth of knowledge regarding autism that results from the many years of adapting to the diagnosis. Teachers must be sensitive to this fact, as a positive union between parents and teachers will create the best environment for the student. It is best if there is little difference and change in settings between the school, and their home. In order to do this parents and teachers must create a collaborative home-school partnership. This is when both parents and teachers understand what is happening at school and at home regarding progress, planning, and development. Although these adults may have opposing or differing views on how these goals can be obtained, the ultimate goal is to meet the needs of the student. It cannot be stressed enough that a positive partnership between parents and school personnel will be the most effective way to obtain these aspirations.
Parents may struggle with the fact of being away from their child for several hours a day, but the child will benefit greatly from the educational setting. It is clear that the parents of the child will know them the best (abilities, hobbies, likes and dislikes, etc.). Parents also hold a wealth of knowledge regarding autism that results from the many years of adapting to the diagnosis. Teachers must be sensitive to this fact, as a positive union between parents and teachers will create the best environment for the student. It is best if there is little difference and change in settings between the school, and their home. In order to do this parents and teachers must create a collaborative home-school partnership. This is when both parents and teachers understand what is happening at school and at home regarding progress, planning, and development. Although these adults may have opposing or differing views on how these goals can be obtained, the ultimate goal is to meet the needs of the student. It cannot be stressed enough that a positive partnership between parents and school personnel will be the most effective way to obtain these aspirations.
References
Alberta Learning . (2003). Teaching Students with Autism Spectrum Disorders . In Special Programs (pp. 9-121). Alberta, Canada : Alberta Learning. Retrieved January 28, 2013 from http://education.alberta.ca/media/511995/autism.pdf