Autism and Characteristics of Autism
Autism
All children have a right to receive appropriate education depending on their needs. Teachers have a responsibility to develop teaching strategies depending on a child’s interests. However, children with special needs face many difficulties that can impede learning, whether independently or in the regular classroom setting (McCullum, 2019). Among these are children with autism spectrum disorders (ASDs). Autism can make it challenging for a child to fit within the ordinary classroom design. For this reason, the paper explores the characteristics of autism, issues children with autism face in education, and effective instructional strategies.
Characteristics of Autism
Social Skills: Children with autism have difficulty with social interactions that go beyond the typical shyness. Centers (2019) notes that ASD is characterized by a lack of interest in interacting with other people or can only interact when focused on a specific goal, such as pointing out a drawing. The child often exhibits improper body language, signals, and facial expressions, such as avoiding eye contact and also invading others’ personal space (Centers, 2019). Children with ASD are unlikely to pursue social relationships and often appear aloof or prefer to stay alone (Centers, 2019). They also have challenges reading emotions, reactions, and nonverbal communication.
Communication: Individuals with autism have difficulties comprehending speech and language. The child may experience delayed speech or may not talk at all (Centers, 2019). When speaking, the individual may use atypical or odd voice or pitch, continually repeat words or phrases, and basically, have trouble initiating a conversation. The child cannot communicate his or her needs, does not grasp simple concepts, and fails to grasp humor, sarcasm, or irony (Centers, 2019).
Behavior: A child with autism often displays rigid and obsessive behaviors. For example, one may engage in repetitive body movements such as rocking their body or spinning. Individuals also seem obsessive about particular or unusual objects such as keys, twigs, or light twitches (Centers, 2019). The child may continuously be preoccupied with narrow subject matter such as wheels, license plates, or maps. Centers (2019) claims that individuals often strive for sameness, organization, or routines such as lining up toys in a certain way and dislikes change in their environment. Also, the child’s body posture may be awkward or odd and may be hypersensitive to sensory stimuli, such as reacting unusually to certain sounds.
Issues for Education
Children with autism face many challenges in education. One main problem is difficulty with reading and understanding speech. The learning environment becomes a challenge because the child loses out or struggles to catch up with the other students (Wilczynski & Pollack, 2009). Another problem for children with autism is difficulty retaining attention. When the teacher is pointing or discussing a specific subject, the child’s attention may be focused elsewhere (Wilczynski & Pollack, 2009). Another significant issue is planning and execution of classwork. Students with autism often have problems managing their homework, school projects, planning, and even studying for tests (National, 2017). Teachers often may find challenging trying to oversee that the child completes assigned classwork. National (2017) also notes that teachers report that children with autism struggle with changes in routines and schedules. Changes in programs and procedures in class are often unavoidable, making it a challenge for students with autism. Wilczynski and Pollack (2009) argue that problem behaviors can also be frustrating to teachers. For example, if a student constantly spins, stand-ups, rocks in the chair, or has trouble collaborating with others, it becomes distracting.
Educational and Instructional Strategies
Children with autism require instructional accommodations to benefit from the regular classroom. An increase in visual aids can enhance the learner’s ability to understand concepts, read, and also increase concentration levels (McCullum, 2019). The use of drawings, charts, and even videos can make students with autism grasp concepts better and concentrate. Also, teachers can cater to deficiencies in language development. When explaining an idea, the use of clear, unambiguous language improves comprehension (McCullum, 2019). Teachers should also incorporate structure and routine. Many children with autism face challenges transitioning between activities or tasks (Denning & Moody, 2013). A daily class schedule prepares the learner before the transition from one activity to the next.
Another necessary accommodation includes providing room for sensory reactions in the classroom. Most individuals with autism struggle with sensory behaviors such as flapping hands and repetitive behaviors, among others. McCullum (2019) recommends sensory tools such as stress balls or pencil toppers to help relieve stress while making the child feel included. Students with autism should also be seated in the classroom area that has minimal distractions. Things such as children moving around, screeching chairs, flickering lights, or the school bell can become a distraction for the child. The child should be placed in a quiet corner or a low traffic area to reduce the risk of activating the sensory reactions (Denning & Moody, 2013). Most important, the teacher can educate all students about autism. This would help create awareness and prevent children from teasing or bullying a child with autism.
Conclusion
Children with special needs also require support in the education system. Children with autism have various disabilities related to social skills, speech, and behavior. Learning in a regular classroom can be difficult for teachers if they do not deliberately create accommodations for these children. Some accommodations for such children include increasing visual aids, use simple and clear language, as well as defined structure and routine. It is also essential to incorporate sensory aids and develop a conducive seating arrangement for the child.
References
Centers for Disease Control and Prevention. (2019). Signs and Symptoms of Autism Spectrum Disorders. Retrieved from https://www.cdc.gov/ncbddd/autism/signs.html
Denning, C. B., & Moody, A. K. (2013). Supporting students with autism spectrum disorders in inclusive settings: Rethinking instruction and design. Electronic Journal for Inclusive Education, 3(1), 6.
McCullum, K. (2019). How to support students with autism spectrum disorder tips for meeting autistic students’ educational needs. Accredited Online Schools. Retrieved from https://www.accreditedschoolsonline.org/resources/support-students-with-autism/
National Autistic Society. (2017). In the classroom. Retrieved from https://www.autism.org.uk/professionals/teachers/teaching-young-children.aspx
Wilczynski, S., & Pollack, E. (2009). Evidence-based practice and autism in the schools: A guide to providing appropriate interventions to students with autism spectrum disorders. Massachusetts: National Autism Centre. Retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=17&cad=rja&uact=8&ved=2ahUKEwjjo_bK4YLpAhWpDmMBHUNQAAUQFjAQegQICxAB&url=https%3A%2F%2Fwww.unl.edu%2Fasdnetwork%2Fdocuments%2Fguidelines_resources%2Fnac_guide.pdf&usg=AOvVaw1BpZdcJZ1OZGu3TQvvMSZB