It is becoming increasingly likely that each of us will know someone whose family has been touched by Autism Spectrum Disorder. Now more common than Down Syndrome, autism is described as a spectrum disorder because people are affected in different ways and to varying degrees, yet share common characteristics. These include difficulties with:
- social interaction (e.g. seeming unaware of others and/or disregarding social conventions)
- social communication (e.g. delayed or absent verbal language, and/or reversing pronouns)
- imagination (e.g. having limited and unusual interests, and insisting on sameness).
Many more boys are affected than girls and probably the most commonly encountered children will be those with Asperger’s Disorder. In this case there is no language delay, although communication difficulties still exist.
The value of visuals
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It would be easy to assume that it is impossible to educate children with autism alongside others. However, many autistic characteristics have a flip-side which allows opportunity for creative collective instruction. In particular, they may use their strong visual skills to compensate for language and other difficulties.
Depending on their age and cognitive ability, the concept of ‘it’s lunchtime’ might be shown simply by a visual representation of an object (such as a spoon), a photo of a plate, a drawing of a meal or simply the word ‘lunch’. You should try to store visuals where they will be used: e.g. visuals for cleaning teeth in the bathroom and visuals for block play where blocks are stored.
In an inclusive setting, ensure that everybody uses visuals. Place the most frequently used within the reach of all children so that peers can use them too. Expect a high rate of wear, so attach velcro and make multiple laminated copies to allow visuals to be dropped, lost, chewed or covered in playdough.
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Inclusive teaching
With this simple visual strategy you can help a child with autism—let’s call him Matthew—to learn new vocabulary, understand what is happening (incidentally reducing anxiety and averting tantrums) and make it easier for a group of children to socialise. Successful interactions enhance other children’s tolerance, language and communication. Many early childhood settings already have children’s photos on their lockers, labels for the book corner, a picture sequence showing the day’s activities and so on. Visuals are considered universal currency because they can assist all youngsters.
Importantly, we can use visuals to help Matthew engage in the unstructured activity that he finds most difficult of all: play. Visuals tell him what to do (first the swing, then the sandpit), increase his enjoyment and participation, and reduce non-functional play such as twirling blocks or spinning car parts.
Physical structuring
Another way to help both Matthew and his typically-developing peers is by physically structuring the setting. This is not so difficult, as visual spaces define activities in many environments. For example, a large mat may be rolled out during stories or circle time. If a mat is unavailable, place a small square of carpet on the floor prior to the event so Matthew not only knows that story time is coming, but also knows where to sit. Consider having a weather board (on which children stick appropriate laminated weather pictures), a greetings or a song board: the possibilities are endless.
Rethinking our expectations
Often, the ‘best’ way to educate Matthew may contradict our expectations. The recommended way to guarantee attention is to ensure he looks at us, right? Actually, Matthew probably finds it difficult, even painful, to look at our eyes and the effort of attempting to do so may drain his cognitive resources so that he cannot concentrate on what we are saying. So, when communicating, encourage everyone to sit alongside Matthew, not necessarily opposite.
Similarly, other long-held expectations may be counterproductive: most of us have been told to use word ‘play’ frequently with young children; to expand their vocabulary with new words, to have running commentaries; and use lots of language throughout the day. In fact this may be the worst thing for Matthew who deciphers verbal language slowly and with difficulty. Instead, use the least number of words possible and describe events in the order they will be used. If you say ‘we will look at the picture book after you have washed your hands’ he will expect to look at the picture book first, because you mentioned it first. Instead, try: ‘first wash hands, then picture book’.
One complicating factor is that Matthew may make us believe his verbal understanding is better that it actually is, because of his phonic decoding and rote memory skills. Matthew may be hyperlexic: that is, extremely good at reading text aloud. Or he may remember whole video clips from favourite programs. This does not mean he actually understands what he is saying, so check your assumptions with knowledgeable colleagues.
Creating a happy and healthy environment
Keep in mind that Matthew needs sameness and predictability. He takes whatever we say quite literally, so our world is a bewildering place. We say: ‘we’ll just be a minute’ when in fact we take a quarter of an hour. We ‘pop into the supermarket’ (why don’t we say we’ll come out again?) and say ‘all eyes on me’ (picture it!) when we want the attention of the group. Such a world can be extremely stressful. The more anxious Matthew becomes, the more likely he is to retreat into his own world or engage in self-stimulatory behaviours such as flicking, twirling and flapping.
Stress is compounded by sensory sensitivities. Noise, crowding, smells and fluorescent lights (amongst other things) can exacerbate stress levels so, paradoxically, inclusion may work best if Matthew has some sanctuary time alone in a quiet corner. Watch for warning signs of anxiety, or better still, teach him to use a ‘help’ visual.
Conclusion
Autism is a lifelong disorder and the belief that we can fade visual supports would be tantamount to saying to a child who wears glasses that, once they are doing well, we can remove their spectacles. The format of visuals may change over time (the toddler’s picture board might become the adolescent’s pocket-sized diary) but we must continue to provide them. The major consideration is not to envisage a child as ‘a problem’ but, rather, to focus on how we may change and accommodate. We should teach the way they think: not expect them to think the way we teach. These children spend countless hours trying to work out us ‘neurotypicals’ and we owe it to them to reciprocate to the best of our abilities—for the benefit of all.
Dr Chris Kilham
Head, Educational Support and Inclusion Program
University of Canberra
For more information about autism, particularly on post-graduate study, please contact Chris: Chris.Kilham@canberra.edu.au.
Acknowledgement
I am indebted to the Creswick Foundation for supporting me in research and study of Autism Spectrum Disorder at Division TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children) in the United States, where I was able to experience many exemplars of inclusive practice.
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