Pub. 1 2011-2012 Issue 1

22 Teaching a Child on the SPECTRUM By Whitney Dilley, Guidance Counselor Spectrum Academy I t was recently reported that 1 in 77 children are diagnosed with autism in the state of Utah, which means that out of the roughly 150 babies born each day in Utah, two will be diagnosed on the autism spectrum. For parents, this statistic is alarming, but educators deal with the reality every day. Most classrooms will have at least one child that has signs of autism. It is no longer a question of if — instead it becomes a question of when — you have a child in your classroom with autism. Autism looks different in every child. Even children within the same family have different symptoms and behaviors. There are certain accommodations edu- cators can make within the classroom to meet the overall needs of a child with autism, however, it is crucial to recognize that because every child is different, not all accommodations will work. Here are a few suggestions to try when working with a child on the spectrum: 1 KNOW THE CHILD: This can take some time, but it is important to know both the child’s likes and dislikes. While getting to know the child, you may want to speak with the experts… the parents. They can provide information that will be helpful in working with their child. They may be aware of what works, as well as what doesn’t work. Some parents may be at a loss; this still provides informa- tion that can be helpful to an educator. By asking the parents what they have tried in the past and what makes this child happy or sad, youmay find some type of direction. 2 ROUTINE: People are creatures of habits and typically enjoy predict- ability. Why? Because it makes us feel safe. Children on the spectrum prefer this too! Understanding the day’s schedule and routine will help decrease unpredict- ability and anxiety for a child. Having a daily routine and writing out the day’s schedule or lesson objective will serve as a road map. Routines can include put- ting away backpacks at the beginning of the day, washing hands before lunch, having a pencil and paper ready when the bell rings, etc. Once schedules and routines are decided, it is critical they be followed. 3 CLEAR EXPECTATIONS: Of- tentimes it is said a child on the spectrum has “black and white” thinking. Something is either right or it is wrong. When it comes to classroom expectations, this can be very challeng- ing. For example, when class begins there is no talking; however, sometimes students are allowed to talk quietly. Rules like these can be difficult to ex- plain, and frustrating for autistic kids to follow. An educator needs to present clear classroom expectations. There are permanent rules, meaning rules that are not negotiable and need to be followed all of the time, such as no physical vio- lence. However, rules regarding things that may possibly change need to be set on a day-by-day basis and must be clearly explained. For instance, “Today you are allowed to talk to each other. Please use quiet voices.” 4 REALISTIC EXPECTATIONS: Educators need to have realistic expectations. Is the child expected to do 25 multiplication problems, or is the child expected to learn multiplication? Reducing repetitive work can decrease classroom frustrations that lead to disrup- tive behaviors. It also reduces pressure and time constraints that can become limiting to a child on the spectrum. 5 VISUAL PROMPTS: Some children require visual aids or prompts. Creat- ing visual reminders will help a visual learner to have a clearer understanding of what is expected of them. A great example of a visual prompt is showing pictures of the activity that is being taught. If it is quiet reading time, placing a picture of a book will remind students it’s time to read. Providing visuals may help students off the spectrum as well. 6 PATIENCE: This suggestion applies to students on or off the spectrum. Educators need to be patient. Teaching a child with autism is difficult and everyday needs to start fresh. Re- membering things from a previous day should be used to reduce the behavior from happening again. It should not be held against the child. Temple Grandin said, “I cannot empha- size enough the importance of a good teacher.” With autistic children, no truer words have ever been spoken. Whitney Dilley is the guidance counselor at Spectrum Academy, the first charter school in Utah to focus primarily on the unique learning needs of children with Autism and Asperger’s Syndrome, grades K - 12. Ms. Dilley has substantial background in working with children on the Autism spectrum. She can be reached at: wdilley@spectrumcharter.org.