Autism Spectrum Disorder (ASD) in Education

Schools disappoint parents by failing to recognize or support the needs of their autistic children.

According to the World Health Organization (WHO), one in 160 children has an autism spectrum disorder (ASD). Although this means that it is prevalent, there is a lot of stigmatization, discrimination, and violation of the human rights of those who suffer from it, especially when receiving a good education. This affects the quality of learning and puts their independence at risk.

What is Autism Spectrum Disorder (ASD)?

The Center for Disease Control and Prevention (CDC) defines ASD as “a developmental disability that can cause significant social, communication and behavioral challenges.” They are diverse conditions that present different characteristics such as a certain degree of social difficulty, communication, sensory processing, and atypical behavior patterns such as great attention to detail or other reactions to sensations.

The diagnosis of ASD includes autism, pervasive developmental disorder not otherwise specified (PDD-NOS), and Asperger’s syndrome. Before, all of these conditions used to be diagnosed separately. The learning, thinking, and problem-solving abilities of people with ASD can vary; some are independent, while others need constant attention and support in their daily lives. ASD can be difficult to diagnose because doctors need to observe the behavior and development of the child, but the first symptoms can appear from the first years. Even after 18 months, a doctor can determine if the infant belongs to the spectrum. This case is the most optimal because it allows specialists to treat it from an early age to improve their chances of being independent and capable adults.

Being diagnosed with an autism spectrum disorder in adulthood is much more complex since there is no established procedure. Grown-ups probably learned to manage or hide their symptoms, which will make it more difficult for the specialist to determine if they have any ASD just by observing the person’s behavior since they usually include questions about childhood and development.

Autism and education: why is it challenging?

Although all children have the right to an education, going to school often can be a great challenge for those with ASD. For starters, children on the autism spectrum often have sensory dysfunction, so things like bright lights, peers yelling, or the sound of the doorbell can be overwhelming stimuli that trigger extreme anxiety or autistic behaviors like aggression or self-harm. Additionally, students may find it difficult to switch between activities or topics, complicating their ability to plan and execute different tasks, study for tests, and more.

In reading and speaking, children on the spectrum are disadvantaged as each school year is expected to increase their comprehension and agility in speaking, writing, and reading. Verbal expression and comprehension are significant challenges for them, even more so when figurative or expressive language is present. Their situation is even more vulnerable when they take standardized tests that seek a certain speed and level of learning.

Research shows that autistics can have problems with their gross and fine motor skills. The former refers to the ability to make movements using small muscles from the hands and wrists, while the latter refers to using large muscles of the arms, legs, and torso. A study says that they may be six months behind in gross motor skills than their peers and a year behind in fine motor skills. Although they can be overcome, they are believed to exist due to their sensory challenges and neurological differences. This lack of motor skills complicates their ability to do basic school activities such as writing, drawing, painting, kicking a ball, running, etc. These limitations affect their school life every day.

Another challenge for girls and boys with ASD is social communication. Interaction is a basic part of any educational experience. Still, it is difficult for students with ASD to distinguish how to behave in the classroom, the gym, or recess and know if their peers are teasing, being sarcastic, or honest. These poor communication skills can cause them to feel isolated or seen as introverted if they don’t participate or keep up.

The turn of the year is also complicated for them as the rules and expectations are different. Each teacher has different directions within the classroom, so what was right one year ago may not be right the next, such as speaking without raising their hand, confusing the child. The same with fashions, it is difficult for them to recognize and adapt to the coolest, exposing themselves to ridicule from their peers.

For someone with ASD, routine and structure are essential. Establishing a way makes them thrive, and although school by its nature can provide these routines and systems, it is an environment in which many changes are also experienced. Beyond a new school year with different educators and peers, things like substitute teachers, special events like sports Olympics, standardized test days, vacations, etc., are challenging for people with ASD. In addition, sometimes, they have to modify their routine to go to therapy sessions or some program designed to help them improve the same experiences that they miss by attending.

Another challenge is that each teacher has different tolerance levels and empathy towards the attitudes that people who have ASD may have. Especially if they exhibit some self-stimulating behavior, also known as stimming, like repeating words or phrases, moving fingers or hands, or simply moving unexpectedly, it may be understood by some but detested by other teachers. In addition, if the teacher expects everyone to progress at a similar rate, a child with autism may not meet those expectations and fall behind.

The risk of being excluded from school

Several studies, such as the one published in the journal Autism & Developmental Language Im
pairments, in which mothers and fathers of children with ASD were interviewed, show how autistic children and youth are at risk of being excluded from schools. This article explains that the social environment becomes increasingly complex as the student progresses to the next grade, as does the academic requirements. This change causes difficulties for students on the spectrum because they have to change their behavior, manage their emotions, struggle to keep friends or make new ones and deal with different sensory environments, resulting in an overwhelming experience.

One of the problems that people with ASD face is that they are often seen as “difficult” children, especially when including them socially with other children. Additionally, many teachers reported not having the necessary training to support them. For example, in England, 60% of teachers felt they are not trained adequately to handle students with ASD. A survey conducted by the UK’s National Autistic Society found that of the 1,000 parents interviewed, nearly one in five reported that their child had been temporarily excluded from school at least once and one in 20 permanent.

The study “Excluded from school: Autistic students’ experiences of school exclusion and subsequent re-integration into school” explains that many parents recognize that their children have difficulties adapting to situations such as recess or playtime as they are unstructured. In addition, they explain that they have problems coping with the sensory and communication environment, especially since they take everything literally.

Other relatives expressed that the schools disappointed their children as they do not recognize the challenges they face and do not support them. They feel that it is necessary to see their needs, understand the knowledge related to having ASD and that failure to do so causes distress and anxiety for their children with ASD.

How to support a student with autism

Having a student with ASD is a great challenge, so the British company specializing in training, High-Speed Training, gives seven tips on how to support them:

1. Establish a routine: People on the autism spectrum thrive on structure, so having a stable, predictable pattern lowers their anxiety. Creating a visual schedule is an effective way to reassure them and help them exercise their memory.

2. Considering their sensory sensitivity: People with autism can have strong positive or negative reactions to sensory stimulation, so taking this into account and trying to make the classroom more friendly is essential in these cases. It is necessary to observe and learn the student’s sensitivities since each person with ASD is different. For example, if a specific sound causes them distress, try to avoid doing it.

3. Managing changes: Although disturbances are sometimes unavoidable, anticipating and preparing the child for changes can alleviate the situation. For example, if they have an activity on the patio, bring it in advance or show and give it photos to become familiar with the place before the change. These activities are of great help as they allow them to get mental, adapt, and not get overwhelmed.

4. Be clear: Some people with ASD have a hard time communicating and interpreting what others are saying; it is important to be clear and straightforward. Thinking about the way something is expressed and avoid metaphors, rhetorical questions, or complicated sentences.

5. Integrate their interests: People on the spectrum tend to form very focused interests, so the teacher can take advantage of their tastes to encourage them to learn and do their tasks and activities. For example, if they are interested in dinosaurs, including pictures or different dinosaurs in math problems or spelling exercises can make a big difference in their participation.

6. Include parents: Those who best know what kind of sensory stimuli, attitudes, and tastes affect students with autism are their relatives. The father, mother, or guardian can advise the teacher on things that worked at home, for example, or vice versa; the teacher can also advise on what activities to do or avoid. Doing so will help families feel more integrated and at ease with their child’s education and the skills of the educator and the school.

7. Building Resilience Having a student on the autism spectrum is not easy, so knowing how to keep a positive mindset on tough days is important. Building a relationship with the student is not something that happens overnight; it takes time and dedication. They have a different vision of the world, and educators have to be patient with them. The more the student understands, the easier it will be to distinguish where their attitudes come from.

Improving teachers’ knowledge about what Autism Spectrum Disorders are, training them in these issues, and making them aware of the challenges they face every day, responding to the needs of these students is essential. Knowing what they need and how to support them prevents school exclusion and helps them reach their full potential.

Paulette Delgado

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This article from Observatory of the Institute for the Future of Education may be shared under the terms of the license CC BY-NC-SA 4.0