Learning Environments for Autistic Children
This illustrates that the symptoms of autism fall within a wide range of severity. One of the most significant concerns parents of with children diagnosed within the autism spectrum have is the question of which learning institution is best for their child. This paper illustrates this concern and offers options for parents to explore in the search for the most appropriate learning environment for their child.
Autism is a mysterious developmental disorder that affects brain function. The cause is unknown and the symptoms differ in degrees of severity. Some autistic children are very high functioning and some are very low functioning. Determining the severity of the symptoms is a good starting point for parents in the decision-making process for finding the most appropriate learning environment for their child. The symptoms fall under three categories: social interaction, communication and interests.
Symptoms that fall under social interaction include lack of eye contact and an indifference to other people. Autistic children often do not respond to their names and they have difficulty interpreting facial expressions and tone of voice. They seem to be unaware of other people’s feelings and this is reflected in their lack of response. Many autistic children resist physical contact with others. They also have difficulty communicating with others.
Communication is a very significant category because autism profoundly interrupts the child’s ability to use words, signs and gestures to express their wants and needs. Their receptive processing skills are impaired and autistic children have difficulty following through with directions, especially if the directions are spoken. Some autistic children use no words. Others simply repeat words they hear but have difficulty using functional language.
Since autistic children have such difficulty communicating, they exhibit negative behaviors and often tantrum. This could be out of frustration. However, autistic children also have sensory issues that factor into their behavior. Many autistic children engage in self-stimulatory behaviors like spinning, flapping their hands or flapping objects and many autistic children become obsessed with an object or parts of the object. These symptoms fall under category three.
Autistic children often have limited interests in activities and play. Many autistic children prefer to play alone and they have great difficulty reciprocating play. Autistic children are resistant to change and often have a need for sameness. They often like to put objects in a line and become very upset if this order is disrupted. Some may become very agitated if their routine is disrupted. For example, if the school bus takes a different route to school, an autistic child may have a tantrum.
The behaviors that result from the lack of social interaction, lack of communication skills along with the unusual interests hinder the autistic child’s successful integration into a general school environment. However, these obstacles can be overcome depending on their severity. Here is where it is essential for parents to collaborate with educators, therapists and psychiatrists as a team to determine how well their children will integrate into a general classroom setting.
“Autism and Education Alternatives” is a survey that was administered to parents, behavior specialists and therapists who are concerned about which learning environment is best for autistic children. Five people were sampled from each of the three groups. This paper focuses on the parental responses. The survey found that each parent considers deciding which education program is best suited for an autistic child to be difficult and information is difficult to access. The parents who were surveyed communicated different concerns abut their child’s performance in school. Two of the five parents chose behaviors as their primary concern. Two of the parents chose academic difficulties and one parent chose communication as her primary worry.
The parents surveyed each stressed improved teacher training, smaller class size, teacher aides and technology as very effective in improving schools. However, each parent chose teachers who specialize in autism to be the most valuable resource. Surprisingly, parents were indifferent to charter schools run by local parents, scoring between somewhat effective and not too effective. However, the five parents stressed the importance of a curriculum designed specifically for autistic students, each indicating that it would be very effective. Curriculum specialized to meet the needs of the autistic child and teachers specialized in autism were found to be the most prevalent in this survey. “Specialized” is the operative word. It reflects the importance of meeting the individual needs of each autistic child.
It is important to consider the individual needs of each child when deciding placement in school. In the article, “Determining an Appropriate Educational Placement,” the Autism Society of America, located in Bethesda, Maryland provides a valuable tool for parents in their search for the best learning environment. No date or author is provided in the article. However, the full article can be found at http://asa.convio.net/upload/pdf/educational_placement.pdf and it is highly recommended. “Determining an Appropriate Educational Placement” provides instructions for parents to follow.
Parents should have their child evaluated to determine their child’s level of functioning and assess their child’s needs. In order to get an evaluation, the article recommends that the parents contact the school principal or special education administrator. Parents should give written permission to have the evaluation done. The evaluation will be the basis for the child’s Individual Education Plan.
The Individual Education Plan (IEP) is created through a collaborative effort with parents, teachers and school administrators. This core team develops the IEP, but a behavior specialist could also be extremely helpful in determining the child’s needs in a school setting as well. “Determining an Appropriate Educational Placement” illustrates the specific needs traditionally addressed in the IEP. These needs mirror the major concerns parents have about sending their autistic child to a general school setting.
According to the article, the IEP addresses communication and determines if the school has the appropriate accommodations for the child. For example, the child may not use spoken words to communicate. The school would need a Picture Exchange Communication System (PECS) or someone who can communicate through sign language. Following communication, the IEP addresses behavior and part of the plan illustrates an appropriate crisis intervention plan. Sensory problems can lead to behaviors and interfere with an autistic child’s ability to learn. The school would need to create a comfortable environment that suits the autistic child’s needs.
The autistic child’s unusual behaviors and sensory issues along with their resistance to interaction with others, make socialization very difficult. The IEP also determines if the child will have an opportunity to interact with peers and if that interaction is structured. Structure is extremely important to the autistic child’s progress in academics. The article, “Determining an Appropriate Educational Placement,” states that the IEP also includes the child’s academic level and determines what interventions, such as one-on-one instruction, are necessary. The process of developing an IEP helps the team explore the child’s individual needs and an IEP helps the team determine if full inclusion, autistic support class or an entirely different learning institution would be the most appropriate learning environment. The article does not address one crucial step in the search for the most appropriate learning environment for an autistic child. Parents need to visit different learning environments and observe the class to assess whether or not their child will adapt to the setting and teaching strategies.
Autistic children do have difficulty transitioning into general school settings. However, if the right environment is created and the appropriate teaching strategies are used, many autistic children flourish in school. One thing to look for is structure and routine. The article, “Instructional Management Tips for Teachers of Students with Autism Spectrum Disorder,” provides useful suggestions for teachers. This article stresses the importance of routine and organization. An autistic child will usually perform better if he knows what is expected and what to expect. The article also states that autistic children are usually visual learners, and visual aides and graphic organizers are invaluable. The article suggests using visual aides to keep autistic children on task during whole class activities. Using the child’s interests and strengths is a good technique to use to help him stay focused, increase ability to communicate and transition.
It may seem difficult to recognize the strategies in action, but there are specific techniques to look for when visiting a classroom. Is there a schedule? Each activity should have a concrete beginning, middle and end and should be visual. This also helps an autistic child transition. What visual aides are used during whole class activities? The autistic child needs to remain engaged and it is extremely difficult during activities that rely on auditory skills.
The less words used in instruction, the better. This helps the autistic student process instruction better because there is less to filter. “Billy, why don’t you come over here and bring a pencil so we can start on this handout together?” could be narrowed to, “Billy, get your pencil. Come here.” It helps to use gestures while giving instructions for reinforcement. Another way to keep an autistic child’s attention is to use rhyme and rhythm. This engages the child’s preference for repetition. Nonverbal cues can also keep the child on task. The Susan Marks (et al) article suggests making “secret signals” that cue the student to get back on task. Lectures are very difficult for an autistic child because it does require processing many spoken words. A teacher could give the autistic student a list of important terms to track during a lecture. This way the student is listening for key terms that can be used to build concepts through modified classroom activities.
The strategies presented by Susan Marks (et al) all work together to create a safe, structured learning environment that fosters communication and works with the child’s unusual interests to promote learning. However, it is important that teachers get to know the individual child and no one is more qualified than parents to help teachers do this. It is crucial for parents to get involved with their child’s learning. As a team, parents, educators and administrators can build the foundation for an environment that works with the individual needs of an individual autistic child.
References:
Volkmar, Fred R. and David Pauls. “Autism,” The Lancet. Vol. 362, Iss. 9390; p. 1133 Oct 4, 2003.
“Determining an Appropriate Educational Placement.” Autism Society of America. Retrieved on January 12, 2004 from:
http://asa.convio.net/upload/pdf/educational_placement.pdf
Instructional Management Tips for Teachers of Students with Autism Spectrum Disorder (ASD). Marks, Susan Unok; Shaw-Hegwer, Jennifer; Schrader, Carl; Longaker, Tricia; Peters, Iris; Powers, Fran; Levine, Mark; TEACHING Exceptional Children, v35 n4 p50-54 Mar-Apr 2003 (EJ664508)
