Should Autism Be Considered As Illness In Education?
Autism spectrum disorder (ASD) is a developmental disorder that causes challenges with social interactions, communication, and certain behaviors. ASD is considered a developmental disorder because although it can be diagnosed at any age, symptoms typically appear within the first two years of life.
School can be one of the toughest places for an individual with ASD to be. There are many people at school and a particular learning structure is expected. The social communication and learning styles can be a challenge to an individual with ASD. Some of the challenges students with ASD may face at school are:
In the educational sector, whether autism should be considered an illness is a matter of perspective and approach. Some educators and professionals in the field of special education view autism as a neurodevelopmental condition that requires specialized support and accommodations. They may consider it as a disability that impacts a student’s learning and social interactions, requiring individualized education plans and interventions.
Others may take a more inclusive approach, viewing autism as a natural variation of human neurodiversity rather than an illness. They focus on creating inclusive environments that celebrate and support the unique strengths and challenges of students with autism. This approach emphasizes providing appropriate accommodations and fostering student acceptance and understanding.
1. Social Interaction with teachers and peers.
2. Noisy or Disordered Environments.
3. Intense Sensory Stimulation.
4. Changes in Routines.
5. Unstructured Times (e.g. lunch where the time is unstructured).
6. Organization and Schedules.
7. Difficulty using a pencil and paper for writing.
Although there’s no cure for autism, early intervention and therapy can help kids develop skills and achieve their potential. Therapy is tailored to each child’s needs and may include behavioral, educational, speech, and occupational therapies.
It is important that, once autism has been diagnosed, children, adolescents, and adults with autism and their carers are offered relevant information, services, referrals, and practical support, for their individual and evolving needs and preferences.
The healthcare needs of people with autism are complex and require a range of integrated services, that include health promotion, care, and rehabilitation. Collaboration between the health sector and other sectors, particularly education, employment, and social care, is important.
Interventions for people with autism and other developmental disabilities need to be designed and delivered with the participation of people living with these conditions. Care needs to be accompanied by actions at community and societal levels for greater accessibility, inclusivity, and support.
Children with autism have a right to be in inclusive classrooms. There are many benefits to having inclusive classrooms, including reducing stigma surrounding autism, creating respectful relationships between all students within a classroom, teaching all students how to act positively with others, and increasing knowledge of autism.
To best create an inclusive classroom, teachers should continue differentiating instruction, should teach to a student’s interests and needs, and should meet with family members of students with autism to better understand the needs of the child. All students can benefit from being in an inclusive classroom setting, and teachers often already implement teaching strategies that would best support a child with autism.
Teachers should continue to implement differentiation for students and should meet with families to communicate about appropriate practices for students with autism. Students may benefit from being taught to their interests and abilities, and teachers should ensure that they have training on autism.
Teachers often implement differentiation, along with many good teaching practices and accommodations that benefit all students. When including students with autism in a general classroom, students have indicated that they like it when the teacher creates support plans that are unique to their personal needs.
Every student deserves a learning environment that works for them. Some of how teachers and parents can help to accommodate students with ASD so that they learn in an environment that works for them are:
1. Established and ordered routines.
2. Warning for changes in routines.
3. Planning and practicing communication strategies and social interactions.
4. Earplugs or noise-canceling headphones for noisy environments.
5. Designate a quiet area where the student can go to take a break if needed.
6. Visual schedules and graphic organizers.
7. Visual or written instructions rather than auditory instructions. Many students with ASD are visual learners rather than auditory learners.
8. Computer use in place of writing because many students with ASD struggle using a pencil and paper.
9. Designated note taker to help students with ASD obtain all necessary information.
Inclusive education is key to supporting students with autism. This means providing them with access to the general education curriculum alongside their peers, while also offering individualized supports and accommodations as needed. Educators can work closely with families and specialists to create a personalized education plan that meets the specific needs of each student with autism.
In conclusion, education plays a crucial role in supporting individuals with autism and helping them reach their full potential. By implementing inclusive practices, providing individualized support, and focusing on social and communication skills, educators can create a positive and supportive learning environment for students with autism.
Some strategies that can help educate students with autism include visual aids, social stories, structured routines, and sensory supports. Educators need to create a predictable and supportive environment that encourages the student’s strengths and interests while also addressing any challenges they may face.
