The ABCs of Autism: Signposts in the School Setting

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It would be a challenge to find a school in Canada that does not have a student with an autism spectrum disorder (ASD). Most Canadian teachers will have a student with ASD in their classroom at some point in their career. Because the symptoms and characteristics of autism can present themselves in a wide variety of combinations, from mild to severe, a teacher may not recognize new students in their classroom with an ASD.

Autism is a nonprogressive neurologically based developmental disorder that typically appears before the age of 3. There are five disorders under the umbrella of Pervasive Developmental Disorders (PDD) also known as the autism spectrum: Autistic Disorder, Asperger Syndrome, Childhood Disintegrative Disorder (CDD), Rett Disorder which affects only females, and PDD-Not Otherwise Specified (PDD-NOS). Autism is the fastest growing developmental disability, with an estimated 1 in 166 people having an ASD.
Autism spectrum disorder often presents with other conditions such as Attention Deficit Disorder/Attention Hyperactivity Disorder, dysgraphia (difficulty putting thoughts into writing), dyslexia (difficulty decoding single words), nonverbal learning disorder (disorders that don’t affect speech), Tourette Syndrome (characterized by vocal or motor tics or involuntary sayings) and Obsessive Compulsive Disorder (OCD). Although students with an ASD vary widely in ability and behaviour, there are four main points they share: impaired social interaction, communication difficulties, lack of imagination, and sensory issues. So what do these students look like in the classroom?

Socially, you will see these students do not fit in. They do not understand that other people have thoughts, ideas, and ways of thinking that are different from theirs. Interaction with others is often one-sided and inappropriate. The ASD child will often be absorbed in certain subjects and will only want to talk about those subjects. Reciprocal play such as turn taking or adding on ideas to play scenarios is absent. You may see the child engaging in parallel play rather than direct interaction with other children.

These children often lack empathy because they do not interpret the emotions of others accurately. Children with Asperger Syndrome (AS) are known for their honesty and will tell you exactly what they think and can be perceived as rude. They are rule-based and are quick to point out who isn’t following the rules. Breaking the rules can cause them anxiety. These traits make them susceptible to bullying and teasing from other students. The ASD student often doesn’t get the joke or becomes highly anxious when routines are changed. They often prefer to be alone. They do not follow the social customs of society that most of us learn simply through observation.

Communication difficulties present in a variety of ways. Some students are echolalic, repeating what others have said. Some may quote lines from movies or computer games or repeat certain sentences over and over again, especially when anxious. Speech often lacks a flow, rhythm and varied intonation and can sound flat. The use of pronouns may be absent or used incorrectly, e.g. inanimate objects may be referred to as he/she rather than “it.” These children may refer to themselves in the third person, using their own names. They are not responsive to verbal cues and may appear deaf or in another world.

An ASD child lacks the imagination for pretend play and creative writing. They will struggle to write a story that is not based on a re-telling of true events. They may engage in sustained odd play, use an object in an unusual way or become fixated on an attribute of an object.

The ASD student experiences sensory dysfunction which is the inability to differentiate among and between stimuli. The central nervous system inaccurately processes sensations, therefore this information cannot be used to make purposeful, adaptive responses. These children may be overreactive (hypersensitive) to sensory input. They may avoid art, science, music or gym because of loud noises, certain smells like paint or glue, or touching certain textures like clay. Some children are underreactive (hyposensitive) and will seek out sensory input. This child may jump off playground equipment from dizzying heights. They may alert themselves by falling or crashing into objects. Some children are a combination of these two. It is important to use an appropriate sensory checklist to discover what aspect of sensory dysfunction a child is experiencing and to make the necessary accommodations for success.

The child with an ASD will present challenges in the classroom. They will require modifications to the curriculum and to the learning environment, but with the proper understanding, adaptations and patience these children can thrive in the school setting.

References/Resources for Teachers

Kranowitz, C. Answers to Questions Teachers Ask About Sensory Integration, 2000, Sensory Resources, Las Vegas, NV

Winter, M. Asperger Syndrome – What Teachers Need to Know, 2003, Jessica Kingsley Press, London, UK

Wagner, S. Inclusive Programming for Elementary Students with Autism, 1999, Future Horizons, Arlington, TX

Kranowitz, C. The Out-of-Sync Child Has Fun – Activities for Kids with Sensory Integration Dysfunction, 2003, The Berkley Publishing Group, New York, NY

Maureen Bennie is the mother of two children with autism ages 7 and 9. She was a teacher for 13 years for the Calgary Separate School Board. She is the director of Autism Awareness Centre Inc., Canada’s national provider of conferences and book resources relating to autism and other disabilities. Visit the Centre’s website at www.autismawarenesscentre.com for articles, links, and information about autism.