Autism: Discussion Questions for Parents and Educators

Question 1 

Communication Barrier 

Learning in children occurs in a way that is comfortable to them; however, the case is different for children suffering from autism. Most of the children diagnosed with autism have a delayed speech system. Therefore, as a teacher, it is not enough to focus on helping them develop vocabularies; rather, the teacher ought to create an environment in which the children are comfortable. The achievement of this proposal can be through encouraging them via other communication means including leading, pointing pictures, and signing. Furthermore, as a teacher, developing sign language will help accelerate the learning process, thereby, overcoming the communication barrier. Additionally, most children with autism find it difficult to follow directives due to communication problems, as such, it is vital to create an environment where both teachers and students are patient and alter ways of giving instructions to accommodate those who have autism. 

Social Interaction Barrier 

A child’s development process utilizes lessons from playing with agemates coupled with interaction with others. However, those suffering from Autistic Spectrum Disorder (ASD) finds such interactions difficult. A literal understanding of how the world works is essential to any type of plays children engage in, without such information, autistic children do not how to go about with their plays. Some behaviors exhibited by autistic children cannot change. As such, teachers should be responsible for creating an environment where the children are free to be themselves whether through reading or watching. The essence is, the autistic children get an environment from which they can watch the world from the safety of their creation. As teachers, the task of helping them explore the world of their creation is mandatory, as it will help them accept who they are before embarking on developing themselves. 

Question 2 

Personal Teaching Programs 

As presented above, those suffering from autism benefit by having information presented in visual formats including chats, booklet or electronic devices. By personalizing the teaching process, autistic children understand different expectations when faced with different situations. Pictures and simple language can turn everyday interactions predictable. For example, presenting an autistic child with a fork, knife, and plate and visually explaining the different processes involved during an eating session, the child quickly grabs the concept. With support from their parents and friends, table sessions no longer have to be strained, rather, they become enjoyable. To the larger community of friends and peers, it is a joy having to watch the child grow from one level to another. Furthermore, through the visual learning process, autistic children get concepts quickly concerning the workings of the world which in turn help in resolving world problems. 

Incorporating Peer-Mediated Instructions and Interventions 

Such instructions are possible without an adult or experienced educator guide children who are suffering from autism to interact with each other. The accomplishment of this fit requires the establishment and structuring of a conducive and supportive environment with activities specific to encourage interaction among the children. The role of having an adult in charge is to help establish a consistent schedule and coach children on how to relate to each other. Although it is hard to change the perception held by the children concerning interactions, having them in one place and encouraging them to relate with other will help them discover new talents. Additionally, the larger society gains by having autistic children living normal lives just like any other child. On the other hand, children and friends to the autistic child get a good friend with whom they can play with.