Children with autism do not learn or acquire information like typical children do. They do not follow developmental patterns that we expect in typical learners: communication gestures and vocalizations, followed by single words and word meaning, followed by sentences and social understanding. The most obvious characteristic presented by children with autism is the lack of communicative behaviors and the inability to look, approach, offer, play and imitate. The inability to communicate gives the child the appearance of being aloof and detached. Therefore, children with autism should not be expected to learn language the same way typical children do.
Children who have autism may not do well in school is because educators often emphasize using a normal development model when teaching. Comparing the child with autism to the typical child is not realistic or educationally appropriate. Presently, whatever the autistic child cannot do at a specific stage becomes the focus of teaching, since the normal developmental model is the learning standard. This model has not been helpful in determining what or how to teach children with autism. Educators need to develop learning expectations and standards based on the patterns of development unique to children with autism.
Autistic children learn, but in different ways. They may progress from an extended period of silence to an echolalic period, repeating everything they hear. There are many reports of children who repeat—word for word—news programs, commercials and text materials. They may also acquire a vast amount of technical information on a few specific topics, such as dinosaurs, computers and music. Sometimes, extraordinary skills (i.e., savant abilities) such as playing musical compositions on multiple instruments, or computing complex mathematical problems, begin to appear in young children. But these skills are always offset by delays in social development, leaving these children without friends and play opportunities. So what should teachers teach.
For children with autism, language is the most important area to be developed. Typical children learn a word, apply it and then generalize it. For children with autism, learning a new word is difficult and painstaking. Hundreds of learning trials and experiences are often needed to teach a child how and when to use a word appropriately for communicative and social purposes. Even after the word is acquired, the generalization process may never be fully accomplished.Always teach communication first: Teach a child to offer a toy, approach a peer, point at an object, share and play. Never teach “I want” phrases. Never teach from picture cards. Keep language learning natural in meaningful daily activities.
A model reflecting autistic children’s developmental patterns needs to be developed and utilized at home and at school. Educators also need to teach to children’s strengths, not weaknesses. Because the present educational system was created for typical learners, not for children with autism, it needs to change. Children with autism learn differently and require an educational approach reflecting their individual style. If public schools do not have the teachers, the resources or the motivation to individualize, then highly specialized schools may be more advantageous.
Ellenmorris Tiegerman, Ph.D., is founder and executive director of the School for Language and Communication Development.