Analysis: Educators play a huge role in helping to mitigate the difficulties autistic children encounter in a school setting
Autism diagnosis is on the rise in recent years. Research suggests that this is because our understanding of autism is broadening. This means that we are recognising children as autistic who may have gone without a diagnosis in the past. This is a good thing: an autism diagnosis and the community that comes with it can be hugely important for a child in shaping their understanding of themselves and their identity.
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From RTÉ Radio 1's News at One, percentage of children diagnosed with autism rises threefold in less than a decade
This increase in diagnosis is particularly prevalent amongst children with Level 1 Autism, who are most likely to be placed in mainstream classrooms, but still require support from peers and educators. Here's some things teachers in any mainstream classroom should know when it comes to autistic students
You don't have an autistic student in your classroom? Think again!
Recent estimates of autism prevalence put the number of autistic people at just over 3% of the population, or as high as one in 32 people. Even though diagnosis is increasing, some students (particularly girls and/or students of colour) aren’t diagnosed until their teenage years or even adulthood. This is because our ideas of autism have historically been developed based on boy’s experiences and research is still trying to catch up.
Not only are you more likely than ever to have a child diagnosed with autism in your classroom, you’re also likely to have an autistic child in your classroom who hasn’t received a diagnosis yet. Educators play an important role in recognising early indicators of autism so it is important to learn what autism might 'look like’, particularly for girls and minority students.
Stimming is an important tool
Some of the key features that help us to recognise autism are often discouraged after a child has been diagnosed. Autistic children may engage in repetitive behaviours such as rocking or spinning. This behaviour is known as ‘stimming’ and it helps autistic children to regulate their sensory experiences and feelings.
The motivation to decrease these behaviours is often rooted in concern from parents, caregivers and educators that other children may perceive these behaviours negatively and treat autistic children differently. Reducing or discouraging stimming can be harmful for autistic children and should never be a goal. If other children have a negative reaction, that is an opportunity to teach all children in the classroom about autism and what it might look like in others. As an educator you have the opportunity to choose to teach your class about individual differences.
Questioning is not the same as challenging
Literal thinking, processing differences (like Gestalt processing) and difficulties with non-verbal communication are all communication differences common in autism. As a result, autistic children may not necessarily receive the same message that you think you’ve conveyed. This can cause confusion and frustration for both you and the autistic child, and can be challenging.
Autistic children deserve to feel like they are fully included in their classroom environments
Sometimes autistic ways of communicating, responding or questioning may be interpreted as indifference or defiance. If you feel this is happening it is always best to try and put yourself in the child’s shoes and figure out what their response may mean beyond negative behaviour. They may not be aware that their response to you could be interpreted as ‘cheeky’ or ‘back talking’ because it wasn’t their intent to begin with. Be curious – try to explain in new ways, using different words or ask the child what they’re not understanding.
Universal design benefits everybody
Universal design for learning consists of three core principles: (i) Multiple Means of Engagement, (ii) Multiple Means of Representation and (iii) Multiple Means of Action and Expression. As educators, you can help not just autistic learners, but all learners in your classroom by considering and implementing these principles into lesson planning, classroom design and testing. With effective implementation, these principles help all learners to lean into their individual strengths and talents.
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From RTÉ Archives, Emma O'Kelly reports for RTÉ News in 2005 on parents of children with autism calling for appropriate education and therapeutic services to be provided
By not limiting the support offered by universal design for learning to only autistic learners, you allow undiagnosed learners, students with other kinds of neurodiversity and the whole classroom environment to benefit. This can be as simple as having a basket of fidget toys that any child can choose from when they feel they’d like to.
Autistic children deserve to feel like they are fully included in their classroom environments and educators play a huge role in helping to mitigate the difficulties autistic children encounter at school. If you teach in a mainstream classroom, consider learning about what autism may look like in a variety of children, how you can navigate communicating and interacting with autistic children, and what individual children may benefit from in terms of support. You also play an important role in building connections between autistic children and their peers by increasing awareness.
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The views expressed here are those of the author and do not represent or reflect the views of RTÉ
