Implications of Autistic Spectrum Disorder for High School Students

In education teachers are ideally situated to ensure and define standards for teaching students with autism/autistic spectrum disorders provided they have the tools and adequate resources to do so. The essential criteria for the diagnosis of autism may be closely related to a range of developmental disorders which include Asperger’s syndrome. Autistic spectrum disorder (ASD) may be characterized by but not limited to inappropriate social interaction, social aloofness, elaborate repetitive routines, and poor motor coordination, narrow / intensive interest in only one or two subjects, borderline IQ and what could be considered a triad of impaired social interaction. This triad may be recognized at all levels of intelligence or with other physical or psychological disorder.

In order to better address and meet the needs of students with autism in a sometimes complex learning environment, both educational and clinical interventions are sometimes combined to help address each student’s need by facilitating a school environment that fosters interaction with others, develops communication skills, and reduces stereotypic and/or self-destructive behavior.

As individual interpretations of the criteria for diagnosing ASD in students vary among teachers, the implications for students may be challenging based on the complexity of the learning environment and size of the school. High school students change classrooms for every subject. They navigate several corridors to get from one classroom to another. A student with autism may find it difficult to navigate or cope with this complex environment as well as complete classroom tasks within a rigid time frame. As Robert a 13-year-old boy in a mainstream high school put it

‘It’s like a treadmill that goes round and round, and there’s not much chance to actually stop and smell the flowers, it’s just go, go, go.’

(Magnusen, C. (2005) pg. 34) 

Consequently students with ASD face further inherent barriers such as time management and processing information in time for course evaluations. Additional limitations may include following specific assignment tasks to do with hypothesizing, drawing conclusions, summarizing and finding supporting opinions’ within a given text.

Admittedly researchers have found that some students with ASD may require more time to process verbal information than their peers (Szatmari et al., 2003). While some ASD students obsess about making no mistakes; others may adopt an extremely laid-back demeanor. This laid back demeanor however is not indicative of how a student might perform academically.

With a set time frame for exam evaluations and/ limited access to advice and information, students may suffer undue anxiety without additional support from teachers. Nonetheless students with ASD in high school are able to choose subjects that reflect their strengths and interests.  Part of the enlightenment and educational theories of Jean-Jacques Rousseau suggest “Education for the individual” which means allowing any individual with a desire to learn to have access to what they want to learn; in other words, provide individuals with the proper resources and tools for knowledge acquisition (Starobinski, 1988).

There is a strong case that by improving the training of teachers combined with good will and enthusiasm schools may succeed in the most elementary task of identifying the varied manifestations of autistism especially those associated with intelligence quotient (IQ). Dr. Grandin advises that with reasonable intervention and guidance, teachers can be optimistic about helping students with autism to make progress. Teachers must orchestrate a learning environment that is developmentally appropriate, motivating, and functionally useful.  He quotes:

“teaching is an art, and the true teacher is an artist”

                                                                                                (Dewey 1998b, pg.288).

Undoubtedly, every student with ASD is unique. To identify and support students appropriately, we need the collective support of parents as well as the expertise of practitioners and teachers who continually dedicate their time and energy to this very special condition.

REFERENCES:

Bulstrode, C., & Holsgrove, G. (1996). Education for educating surgeons. BMJ, 312(7027), 326-327

Bell, Y., Gray, J. A. M., & Bulstrode, C. J. K. (1993). The New Deal Tool Kit.

Clark, T., Keane, E., & Lane, K. (2012). A practical guide for teachers of students with an autism spectrum disorder in secondary education. Jessica Kingsley Publishers.

Harris, J. A., Jacksn, C. M., Paterson, D. G., & Scammon, R. E. (Eds.). (1930). The measurement of man. University of Minn. Press.

Magnusen, C. (2005). Teaching children with autism and related spectrum disorders: an art and a science. Jessica Kingsley Publishers.

Starobinski, J. (1988). Jean-Jacques Rousseau, transparency and obstruction.