Autism

"It seems that for success in science or art, a dash of autism is essential" - Dr. Hans Asberger

Increased awareness of autism combined with a rising number of people identified on the autism spectrum has brought attention to the benefits and challenges of mainstream education of students with autism. People with Asberger Syndrome or High Functioning Autism (both on the autism spectrum) can be very intelligent and are often outperforming their peers academically. This academic success can be overshadowed by the social problems and “awkwardness” that frequently accompany the disorders. If teachers can help these students overcome social obstacles, these students will be in a much better place to succeed.

Social relationships can be difficult for any child. Cliques, "frenemies," and the "one-day-you’re-in-the-next-day-you're-out" revolving door of friendships is a common occurrence on the playground and in school halls. Yet while many students learn to navigate the tricky social waters at school relatively painlessly, others have a much harder time of it. For some kids, social skills are not intuitive, and their lack of social dexterity can result in misunderstandings, lost opportunities, and isolation. Students on the autism spectrum, for example, often lag behind their peers in social skills development, which can make their learning environment even more fraught with challenges.

April is National Autism Awareness Month. National Autism Awareness Month focuses attention on Autism Spectrum Disorders and the resources and support systems available to families affected by this disorder. The Gateway has many resources to support teachers, parents, and students around Autism.

Special education is a term that covers a large range of student abilities and disabilities. Most special education teachers work with students with mild to moderate disabilities, which allow the students to learn alongside "regular" students in inclusive classrooms. The teachers and aides that work with students with special needs generally modify the existing curriculum in order to meet the student's individual needs. These students may require additional time when completing tasks, as well as adaptations in the way the content is delivered and how work is completed.

You have your new class list in your hands. A new year and a brand new set of students is an exciting and sometimes stressful time of each year for educators. What kind of learning styles will you see? Are you going to have new behavior issues that will throw you for a loop? What will really work to engage your students this year? Although most classes include a range of skill levels and learning types, this range can be increased for those mainstream teachers with students identified on the autism spectrum. How can we best serve these children so the school year can be productive and meaningful for all the students and the teacher?

Without deviation from the norm, progress is not possible.
-- Frank Zappa