Autism implies a different way of processing information and understanding the surrounding world and this leads to a range of abilities and strengths in people with this condition:
ADVANCING LEARNING through INCLUSION
AUTISM
What does autism involve?
Autism is a neurodevelopmental condition affects how the nervous system and brain works. It is characterised by difficulties with communication, social interaction, flexible thinking and behaviour in the person affected.
1 in 100 people are autistic. There are about 470.000 people with autism in Spain. Moreover, 1 in 4 students in Spain have educational needs related to Autistic Spectrum Disorder (ASD).
Characteristics associated with autism
In terms of social relations, people with autism may have difficulties with:
Dealing with certain social situations and understanding ‘unwritten’ social rules.
Understanding other people’s emotions, desires or intentions and using this knowledge in social interaction.
Expressing emotions appropriate to the situation.
In terms of communicative skills, autistic people may have difficulties with:
Understanding certain messages communicated orally or the non-literal meaning of language (jokes, metaphors, irony or double meanings).
Interpreting correctly non-verbal communication – eye contact, gestures, body posture or emotional expressions.
Identifying topics appropriate to context or of interest to the person they are talking to.
Adjusting language to the situation, employing on occasions excessively formal expressions or unusual intonation.
People with autism can have difficulties in responding flexibly to demands in different social contexts, resulting in:
Resistence to change in routine or in their surroundings, even if minimal.
Help needed to know how to face unknown situations.
Limited repetoire of interests, often very intense and specific.
Rigid and repetitive behaviour.
Moreover, some people with ASD experience alterations in the processing of sensory stimuli showing, on occasions, hyper or hypo responses to these. This can result in:
Intense discomfort when faced with certain sounds, smells, lights, flavours or specific textures, which may go unnoticed by or affect other people.
Unusual interest in sensory features in their surroundings, such as insisting on smelling or touching certain things or a fascination for lights and bright objects or moving round in circles.
Apparent indifference to pain or temperature changes.
Quest for stimulation via physical activity, such as swinging, spinning or jumping repeatedly.
Meticulous attention to detail.
Sincerity and honesty.
In-depth knowledge of topics of interest.
Good skills in routine, mechanical and repetitive tasks.
Logical processing of information.
Respect for and compliance with established rules.
Autism in girls
We now know that in many cases girls and women with autism present different symptoms to boys and men.
Knowing what these differences are will enable the educational community to help them get an early diagnosis and receive appropriate support in their education.
Girls tend to have better communication and social interaction skills and present fewer repetitive behaviours. Moreover, they are more likely to camouflage or hide their differences by fitting in with their peers and avoiding being stigmatized as autistic.
Autism and bullying
Students with autism often have difficulty in knowing when they are being bullied. Having clear protocols in schools and organising awareness-raising days are key to preventing this occurring.
ENABLING STRATEGIES
In-depth knowledge of students
Although teachers often have very little time, it is crucial to know your students very well to be able to offer them the best support possible. This involves going beyond the purely academic and understanding their interests, talents and areas in which they may need help.
Training
Having a solid understanding of autism will help you to see beyond the superficial behaviours and understand the reasons behind them.
Time management
Predictability and structured routines are key elements for autistic students. Clear and consisent rules reduce anxiety as they help students know what to expect. Ensure that instructions are easy to understand and follow a relatively predictable pattern.
Adjustments to surroundings
Make changes to your surroundings to faciltate sensorial processing such as reducing loud noises, avoiding bright lights or providing a quiet place where students can be when they need to. These will contribute greatly to students’ comfort and concentration.
Transition cues
Introduce transitions using visual or verbal cues, thus allowing students to prepare themselves mentally for what is coming. This will reduce stress and facilitate a better adjustment to new activities or surroundings.
Personalised learning
Taking advantage of students’ interests and talents can be a very effective strategy to motivate. Incorporating their passions into lessons not only will help to engage them, but also strengthen their abilities in the areas they already shine in.
Step-by-step instructions
Having clear and accessible instructions at all times will help to reduce anxiety and increase autonomy.
Visual aids
Visual aids, such as outlines or graphs, are very useful for organising information and making it more comprehensible. They help students to process what is expected of them and what they should do, especially in more complicated tasks or those that involve various stages.
Deadlines
Provide a clear and visible calendar indicating deadlines, and regularly check with students what is expected of them so that they can plan their time efficiently.
Managing unexpected events
Whether it be an unexpected change of class or an unplanned event, ensuring that your students have the necessary tools to manage these situations will reduce stress.
Extra time for tasks and exams
Ensure that students have the necessary extra time to demonstrate all their potential without feeling pressurised.
Use of visual aids
Alternative assessments
Provide oral exams, more visual tasks, etc. to help students demonstrate their knowledge in a more comfortable and natural way.
Breaks
Allow students to take frequent breaks in quiet, safe spaces where they can relax.
Different ways of working
Allow students to work alone if they prefer or with students with whom they have things in common.
Emotional support
Making students feel listened to, understood and able to express their feelings is key to their well being.
Remember…
Use concrete, visual examples
Use precise, clear and simple language
Preempt and schedule submission of work
When assesing, plan simulations, adapt content where possible and give extra time to do exams. Prioritise evaluation of content and not its communication.
“The spectrum is diverse, and autism manifests itself differently in each person. No two autistic people are the same.” (María Verde, Técnica de Investigación de al Confederación de Autismo España)
With the collaboration of…
AE
Confederación Autismo España
Our mission is to help people with Autistic Spectrum Disorder (ASD) and their families by championing their rights to promote quality of life and equal opportunities.
