Students with autism often have strengths and weaknesses that may challenge or facilitate their learning in school specifically in classrooms (National Research Council, 2001). The kindergarten student with autism revealed that students with autism experience challenges in communicating, social interaction, social development, independence, and pre-academic and cognitive learning (Zwaigenbaum et al., 2015). These challenges present some difficulties in situations where teachers and fellow students interact with students with autism disorder. The kindergarten student revealed that autistic students have some strength, but they experience several challenges that call for a need of teachers to intervene to make life easy for such children. Teachers should learn the weaknesses and strengths and emphasise the advantages of autistic students to create life is in class.
Developmental behavior
Challenges
The kindergarten student had difficulties in conducting some class activities especially in situations where there were no precise results. For example, in cases where the teacher presented an open ended question to the students, the autistic student experienced challenges in providing solutions (Zwaigenbaum et al., 2015). In situations, where teachers changed from one activity to the other, the child took much time to adjust to switching to that particular program.
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Strengths
Despite these challenges, the autistic student depicted exceptional skills when handling closed questions. In this case, the student performed well when the activity provided had limited choices. In a case where the student was informed about the next program in advance, there was easiness in switching from one activity to the other.
Method
Based on the behavioral strengths of the child, the teacher should come up with mechanisms such as providing multiple choices to the student with an objective of enhancing the child’s performance in such activities (National Research Council, 2001). In the case of changing from one activity to the other, teachers should provide the autistic student with a program which will play an essential role preparing for the next event.
Self Care, Adaptive, independence
Challenge
The autistic student experienced difficulties in coping with the classroom environment especially when it comes to keeping their desks neat, coping assignment, and learning in a noisy environment. Such challenges contribute to poor performance for the student in class assignment. In other cases, the lights may find that the view in classes may be too destructive in the learning environment.
Strength
In situations where the autistic student was exposed to safe and an environment they feel relaxed, they are likely to be prepared to conduct class assignments. In effect, they will perform in class activities. As a result, it becomes an obligation for the teacher to take an initiative of coming up with mechanisms of creating a comfortable learning environment and help autistic students to adapt to the learning techniques and environment.
Method
The teacher can create a successful learning environment by providing students with a safe sitting position such as giving beanbag and rocking chairs. In cases where direct light may be destructive, the kindergarten teacher should apply mechanisms such as upward projecting to minimize the glare that directly affects the children. Additionally, the teacher should help the students in neatly arranging the desks and support all students in coping class assignments. The best approach will be assisting the kindergarten student to learn the mechanisms of copying their work and collecting books after class.
Social Development
Challenge
According to Wang et al., (2015) autistic children find it difficult when interacting with other students in a social context. In most cases, such students find it difficult to express their needs other people in the school setting as well as taking into consideration the other people’s emotions. In a school environment, people in the school setting are governed by written rules that they need to follow. A low social feeling can lead to other severe challenges such as reducing class attendance and performance.
Strength
The kindergarten autistic student depicts exceptional skills in social interactions because they show loyalty in all social relationships. This trait is essential because such students can survive in a situation where the teacher encourages socially favorable environment. Additionally, the kid acted in a sincere and non-judgmental manner making it possible to interact with other students.
Method
Teachers should develop an inclusive program that encourages autistic students to interact with other students, play, and perform core activities together. The class and school environment should be inclusive such that the students understand the importance of connecting the learning with social, emotional, and learning process.
Speech, language and Communication
Strength
The kid showed exceptional skill in following and adhering to instructions provided they were given uniquely. This behaviour depicted that the autistic student was capable of following directions in cases where they had engaged in direct communication with the instructor. The Autistic child preferred written language as opposed to verbal communication thus calling for a need of decoding the instructions.
Weaknesses
The kid had difficulties in following instructions given verbally rather than providing instructions in written copy. In cases where the teacher gave generalised information, the student experienced challenges in comprehending the intended purpose of the communication.
Method
The teacher should come up with viable approaches such as providing instructions to the autistic kid in a written format and allowing the student to keep a copy of the instructions. When passing a message to the students, teachers should give personally provide specific instructions to the kid.
Pre-academic and cognitive learning
Strength
The student depicted exceptional skills when handling art skills such as music and had a long-term memory in recalling information. The student showed interests in visual activities such as drawing and could respond to questions accompanied by images.
Weakness
The student showed a low response to stimuli and had a challenge when handling audio activities. In this, the student had a negative attitude toward activities such as writing information received from the instructor verbally.
Method
In handling this challenge, the teacher should discuss with the student about the areas of interests and develop skill on the mechanisms of helping the kid. For example, they may use computer-aided learning process and emphasis on using a visual explanation of ideas to the autistic student (National Research Council, 2001).
References
National Research Council. (2001). Educating children with autism. Committee on educational interventions for children with autism. Division of behavioral and social sciences and education.
Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., ... & Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of autism and developmental disorders , 45 (7), 1951-1966.
Zwaigenbaum, L., Bauman, M. L., Choueiri, R., Kasari, C., Carter, A., Granpeesheh, D. & Pierce, K. (2015). Early intervention for children with autism spectrum disorder under 3 years of age: recommendations for practice and research. Pediatrics , 136 (Supplement 1), S60-S81.
