I have a limited influence on the way that the kids in my class interact with the curriculum. It is the teacher’s responsibility to determine how much work to give the students, what type of modifications to implement, and whether or not a behaviour plan is necessary. I can provide suggestions and feedback about what works and what needs improvement but at the end of the day, I don’t get a whole lot of say in the IPP.
The only exception to this rule is when I work with a student who lives with autism. Whether it is a lack of familiarity with the spectrum or simply a preference for keeping their distance, I have found that many teachers tend to leave me to my own devices when it comes to supporting these exceptional students. It took me several years to determine why it is that I enjoy this particular type of work so much but I think I have finally figured it out. With the other students who require support, I am trying to help them fit into the environment as much as possible. I encourage them to sit at their desks, to complete the assigned tasks, and to demonstrate their understanding of the subjects. With children who live with autism, it is the opposite. I am constantly adapting my own style, the work, and the environment to fit THEIR needs. It is a much more fulfilling way to work!
I am never bored with autism. There is always something more that I could be doing to assist and support the student’s learning style to allow them a greater chance at success. I love coming up with new adapted materials or plans and letting the student show ME how they want to learn.
Of course, there are always those who will come up against me and insist that the student needs to fit into the mold with the rest of their peers. To a large extent, I disagree. It is great if we can find the natural supports within the classroom and facilitate friendships as well as learning. It is great if we are able to provide a safe environment where the other students are not afraid to learn about autism and bond with their classmate. Apart from that, I feel that autism deserves some respect and should be allowed to manifest in a safe way that is beneficial. If the student with autism engages in self-harming behaviour, of course I will do what is appropriate to decrease it. But if they are simply stimming to calm or focus or release tension, I don’t agree that the “behaviour” needs to be curbed.
I am also learning that communication doesn’t have to happen the way that WE want it to. Art, signing, pex, story boards, or other methods of non-verbal expression should be encouraged, not stifled. Let communication happen and more will follow.
Unfortunately (is that weird?), I don’t have any students this year who have autism and it has been a few years since I have. I will have to live vicariously through my co-workers and wait for the next exceptional student to come into my classroom. I wonder how all of the other students would do if they were allowed to learn in their own way instead of being forced into a mold. We might be surprised by the results.
The Gilded Path 