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How Schools Must Step Up For Autistic Children

Autism is often first spotted in school when a child is struggling with language, social engagement and play. Once the teacher spots or identifies as having autism, an IEP (individualized education program) meeting is planned with a team that typically includes teachers, special education teachers, a psychologist, the principal and parents to discuss the child’s needs. Services discussed at the meeting include speech and language therapy and behavioral and social support. The IEP meeting lays out what a whole day would look like for the student.

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Parents must be fully informed about educational and intervention options. IEPs should not only be focused on highlighting what the child with autism cannot do. Children’s capabilities should not go unrecognized; as individual skills and interests become an organizing focus for the education of not just their peers, but also students with autism who are often confronted with a restricted range of options.

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Teaching methods address the unique needs of each student with autism while recognizing the student’s strengths and interests. Methods would vary based on age and developmental appropriateness. Instruction may be delivered individually or in small groups or even embedded into natural routines and large groups.

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Teachers must be made familiar with evidence-based strategies for children with autism that promote communication, socialization, and self-regulation.

Social skills programs are often not included in the curriculum for students with autism. Research indicates that teaching social skills to students with autism in inclusive classrooms increases social responsiveness and reduces problem behaviors in students with autism as well as of their typical peers.

The first goal of the special education program is to give students access to their typical peers in the general education population. Self-contained classes are available for children with more significant needs.

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The general children need to be sensitised to the child’s special needs. This helps both sets of children build deeper bonds and grow empathy that will be a change maker in tomorrow’s world. These are the building blocks of a more sensitised and inclusive society in the future these children will grow into.

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When choosing a school for a child on the autism spectrum, parents should make sure the school can address the needs of their child. For example, parents of a child who has meltdowns might ask if there is a safe place for their child to go if they’re losing control; how the school will respond when a child loses control; and how the school is going to help their child go to college.

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Parents should ask about the service delivery model — what the child’s day will look like, so they know what kind of classroom their child will be in. They should also ask the teacher what his or her philosophy on working with students with autism is and what kinds of accommodations will be provided to the child’s academic day so they can be successful in achieving academic goals.

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The Indian government must also step up as the cost of special educators and therapists is prohibitively expensive for most parents. Even schools add an extra amount in their fee bill for therapy offered at their institution. Many parents do not opt for therapies due to financial constraints. This negatively impacts the children who desperately need that therapy to move forward socially or academically.

NURTURING NEURODIVERSITY -

BEST PRACTICES

  • Be calm and positive. Model appropriate behavior for the student with autism, as well as for other students, by greeting him and engaging him in a respectful way.

  • Use the “About Me” information sheet to get to know relevant facts about each student’s likes, fears, needs, etc. Ask specific questions regarding safety and impulsivity. If you haven’t received one, ask the school team whether there is an “About Me” information sheet available for each student with autism in your classroom.

  • Promote a welcoming environment and provide opportunities for your student (and others!) to develop social interaction skills and extended learning.

  • Teach understanding and acceptance.

  • Pair the student with peers who are positive role models.

  • Allow times for students to work in pairs and/or small groups.

  • Be aware that students with autism can become isolated within the classroom (interaction only occurring between an aide and student) and be on the lookout to prevent it by working with the students and the paraprofessional to support social exchange among peers.

  • Students with autism may not be socially savvy; therefore, if a student is being bullied or tortured quietly, he is likely to react or respond – but may not do so in a way that seems appropriate or is easy to recognize. Consider the student’s communication difficulties and make every attempt to fully understand the situation before reaching judgment regarding fault or behavior.

  • Ensure that organization, communication and sensory issues are addressed.

  • Establish clear routines and habits to support regular activities and transitions. Alert the student to changes in routine, staffing, etc., in advance, whenever possible.

  • Consider seating - situate the student for optimal attention to instruction or sensory needs.

  • Pay particular attention to the general strategies outlined for supporting communication and organization (simple directions, wait-time for processing verbal requests or directions, visual schedules, prompts and cues, etc.).

  • Be tuned into sensory issues that may effect the student in your particular class (for example, echoing locker rooms and loud, fast activity can make P.E. over-stimulating and overwhelming).

  • Provide written rules or pictures of expectations of behavior in the classroom, including ‘unwritten’ conventions if necessary. Work with the student’s team to incorporate social narratives to help a student understand a rule or expectation. Learners with autism often increase compliance if they understand why a rule exists (for example, It is important to remain quiet - no noise or talking - while the teacher is speaking. If it is noisy, the students will not be able to hear her.).

  • Use descriptive praise to build desired behaviors (for example, ‘I like the way you put your trash in the trash can!’).

Give positive directions; minimize the use of ‘don’t’ and ‘stop.’ ‘Please sit in your seat’ can be more effective than ‘Don’t stand up.’ This lets the student know exactly what you would like him to do.

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