The Autism Conversation

How can we support autistic individuals? The answer to this question is complicated. Sometimes our actions, which appear beneficial on the surface, can actually be detrimental to autistic individuals. Here is how we can promote autism acceptance and show our support:

Equal Treatment

It is easy to feel sorry for someone with a neurodevelopmental disorder. However, doing so creates a superior and inferior power dynamic. To integrate autistic individuals into our community, we should treat them as one of us, as equals.

Recognizing Their Ability

Linking autism to a developmental disability often undermines the vast ability of autistic individuals. By focusing on what autistic individuals can do, we can forge an intersectional society where autistic individuals are recognized for their potential and abilities instead of their disabilities.

Accept, Not Tolerate

To achieve complete integration of the autistic community, verbal affirmations are simply not enough. Instead, all sectors of our society must collaborate to accept autistic individuals by providing opportunities and allocating resources.

Simply Listen

The autistic community is often represented by many voices. However, not enough emphasis is placed on the opinions of autistic individuals themselves. Instead of purely focusing on other's vision for the autistic community, we should also prioritize those on the autism spectrum.

Supporting Autistic Children in the Classroom

Although no two people with autism are alike, many demonstrate common learning characteristics. Educators with autistic children in their classrooms should be aware of these characteristics and understand how they impact learning to provide personalized support and create a more inclusive learning environment.

Common Learning Characteristics

Individuals with autism often demonstrate exceptional rote memory skills but may take longer to process information or find processing several pieces of information at once difficult.

Many individuals with autism can better process information when presented visually. Visual learners often benefit from pictures, hands-on activities, and concrete examples.

Unstructured time or extensive waiting can be difficult for many individuals with autism. Creating schedules or checklists can help ease the anxiety or confusion surrounding unstructured time. Educators could also consider having a box of wait time activities, such as books, toys, or sensory items, which can provide comfort for autistic individuals.

Wait Time toys:

Providing wait time toys in the classroom, such as stress balls, fidget spinners, or puzzles, can help autistic children relieve stress, stay calm, or block out uncomfortable sensory input. Additionally, having toys in the classroom for all students can play with can help autistic individuals make friends and connect with their classmates.

Individuals with autism may struggle with organizing their materials and multitasking. Teachers may need to instruct students with autism on how to arrange their resources for various classes, maintain order in their lockers, use an agenda, and gather supplies for homework. Teaching autistic children basic organizational skills from an early age would help them gain independence and prepare them for their future.

Some individuals with autism are high-achieving in multiple areas. Others could have high word recognition skills but poor comprehension or have high calculation skills but poor applied math problem skills. Educators need to identify the strengths and weaknesses of autistic children to help them further develop their strengths and improve upon their weaknesses.