I recently began teaching in a newly started autism classroom, it is self-contained. Upon reading a few of my students IEP’s I learned that some of them are able to participate in activities like gym, computer and library. Some of the teachers in these subjects did not exactly welcome the idea with open arms. One was even concerned about being held liable if something were to go wrong. I know that not all of these teachers are trained in dealing with children with autism, but on the other hand, I don’t want my children excluded from activities because of their disability. My question is, how can I make this work so that the children are able to participate in activities just like all of the other kids, but at the same time, make the other teachers feel more at ease when it is their turn to work with my kids?
a pro and a con...
Which would you like first? The good or the bad?
I will start with the bad (eat the spinach first, so the cake can push the taste from your mouth, yes?)
If the reg ed teachers are set against inclusive activities, whether from their fear of the unknown, their bigotry against those damaged children who have as much right to participate in those activities they can in the publically financed school, or simply ignorance, it will never work. And it holds the very real potential for harm to the child with autism, as without adequate understanding and support mechanisms in place, the autie will become the focus of all that goes wrong in the classroom, and will very likely be subject to repeated humiliation from the teachers so offended at “forced intrusion”. This can work exactly against all the hard work you may have done, and undo the slow accomplishments you have achieved in positive behavioral gains, communication and interaction development and most importantly esteem. Better to shelter the autistic child from situations like this and focus on increasing their abilities.
Now the good…
There are medical interventions using chelation and diet which which can allow many if not most autistic children to make amazing leaps in cognition, communication and interaction. Parents need to be made aware that these exist, and that they can use them to give their children a true boost in connection to our world. I have a friend in CA who has assembled a most excellent site, a tremendous collection of writings and links which can assist parents and teachers alike in reaching these isolated children. Give this link to any and all who are directly involved in autism, so that they may begin to learn what can be done to help their children.
http://home.pacbell.net/cscomp/dmain.htm
Good luck to you!
Re: Self-contained autism classroom
I have a son with PDD-NOS who is in an “instructional” LD class. This class of 9 students has varying disabilities and needs. The class as a whole is intergrated in with a “normal” 3rd grade class for lunch, recess, specials, science and social studies. During these times the spec ed teacher goes with the students and sits in the back with them helping to direct them during the class. The special ed teacher and the regular ed teacher work together to accomadate for the childrens unique needs. For a example for my son he is provided a study guide for his science and social studies tests and they are read to him. He is required to do the same work and take the same tests with these accomodations, it works out pretty well he got a 80 % on his last social studies test!
I work in an MD classroom which includes autistic kids. We arrarrange the schedule to that an adult can bring the child and stay with them throughout the class (Music, story time, library, computer, recess). If the child becomes too disruptive (if the other kids can’t hear directions) the problem can be dealt with accordingly and quickly by that person. Part of our kids’ IEP is to remain sitting during at least part, working up in minutes each month, and control temper/noises during teacher direction time. The kids don’t know what’s going on but part of their mobility and inclusion is to sit at computers like the other kids do– it is not an unreasonable goal for most–- of course, they do not do the work but they can look at internet pictures of the subject (like animals, for instance) while the other kids do reports and maybe learn the signs for the animals (if they are able and non-talkers). If inclusion is called for and encouraged, the other teachers really have no choice. They’ll have to lump it— that’s the law– least restrictive environment and interaction with kids their own ages. They will get used to it and the teacher can assign a classroom partner each week to show your kids what they are working on so he can at least feel included and not sitting off to the side watching or looking away. At the very least, bring a story disk to put in for the student to watch as his “work”– maybe one of the kids can watch with him/her. If people are unavailable to take the child out of the room (if inclusion is a district, school, or IEP goal I think a one-on-one must be provided by the school district!!) volunteers from the local college or high school programs or churches may be willing to work with you. Find out the requirements in your area for who can legally be in charge of the child.
Good luck! Show the rest of the teachers you are proud of your classroom kids!!