Five things your autistic students want from you.
During his PhD research, Dr. Craig Goodall, a special needs education teacher, autism spectrum disorder coordinator, and author, discovered that mainstream education for autistic students was a “place they came to dread.” From rigid teaching approaches to social and sensory overload, many autistic students do not perform to their capabilities simply because simple accommodations are not being met.
According to a U.S. Department of Education report, more than half of students with autism ages 6 to 21 spend upwards of 40 percent of their school day in a majority-neurotypical classroom, while about two-thirds spend 80 percent of their day in one. Too often, we expect students to learn the way we teach — instead of teaching them the way they learn.
With the intent to implement better supports in the classroom and beyond, Dr. Goodall recently polled twelve autistic students and asked them: what do you want from your education?
1. “We like routine, but we need flexibility.”
While many autistic students thrive under routine and a “sense of predictability” to better navigate mainstream schools, they also want flexibility. Autism is a spectrum; and, though these students might share the same diagnostic label, a one-size-fits-all approach is ineffective. It is important to speak with and listen to your individual students to see how they can be better supported in the classroom and beyond.
2. “Understand me.”
15-year-old Stephen explained to Dr. Goodall what a good teacher-student relationship meant to him this way: “Understand me when I’m angry. Listen to me. Understand me for me. Don’t hold grudges, and be willing to work with me. Take an interest in me. Look after me in school and give me boundaries. Change how they teach, so I can learn.”
3. Watch your language.
Be mindful of the language you use and the labels you assign your students (i.e. “high-functioning” vs. “low-functioning”). As Dr. Goodhall points out: “the term ‘high-functioning’ can belittle the difficulties the young person is experiencing in the classroom. Likewise, the term ‘low-functioning’ can pigeonhole a child as lacking capacity. Importantly, it is not a linear continuum. I have worked with many children who fluctuate from so-called high-functioning to low-functioning.”
In fact, recent studies indicate that we should stop using the “high-functioning” and “low-functioning” labels all together.
4. Question your approaches.
17-year-old Sarah-Jane discussed the impact of “traditional” classroom-management approaches. When students were asked to find a partner to work with, Sarah-Jane remembered, “As usual, I had no one, and I was made to pair up with the teacher. Often, autistic children don’t have anyone to go to, so are left alone.”
Sarah-Jane suggested that pulling names from a hat for partner-work could solve this problem, and her harrowing experience begs the question: are there ways you can make your everyday classroom activities more accessible and inclusive?
5. Make small adjustments.
Sarah-Jane defined a good teacher as “someone who is patient, kind, understanding, helpful, considerate, calm and, above all, doesn’t shout a lot. A good teacher is someone who takes time to listen and understand the difficulties that a young person with autism faces in school.”
She attended one school that insisted on daily auditory mental math problems. The school did not make any adjustments for her having auditory-processing difficulties, effectively isolating her from her peers despite her math abilities.
While these five things not an exhaustive list of appropriate accommodations for students of all ages and education levels, it is certainly a start.
As you continue in another semester in the classroom, office, or lecture hall, remember: what you do does matter. What you do does make an impact. Even the little things — and the smallest accommodations — can truly make a difference. We have an incredible opportunity every day to help bring the best out of tomorrow’s leaders — let’s never forget that!