Can autism flee happily having more ballad, inspiring, robust education? Meaningful teachings and education are needed to make autism less quarantine and more free. Being autistic leaves great havoc on the mind and body and is beyond one’s control in learning and meaningful education. Deafening candid conversations must be inspired because autism is increasing exponentially. The public school system’s stagnant methods are heading toward a ballooning rate of exodus for children with autism.
First, what exactly is autism? Autism Speaks says, “Autism spectrum disorder (ASD) and autism are both general terms for a group of complex disorders of brain development. These disorders are characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors. With the May 2013 publication of the DSM-5 diagnostic manual, all autism disorders were merged into one umbrella diagnosis of ASD. Previously, they were recognized as distinct subtypes, including autistic disorder, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS) and Asperger syndrome. ASD can be associated with intellectual disability, difficulties in motor coordination and attention and physical health issues such as sleep and gastrointestinal disturbances. Some persons with ASD excel in visual skills, music, math and art. Autism appears to have its roots in very early brain development. However, the most obvious signs of autism and symptoms of autism tend to emerge between 2 and 3 years of age (“What is Autism?”).”
Second, autism rates have faced exponential increases over the past ten years. Ten years ago, autism’s estimated prevalence was 1 in 166. Today, it’s 1 in 68 – an increase of more than 100% in one decade (“10 Years of Progress: What We Have Learned About Autism”). Being autistic has many harrowing challenges. Salvation has happiness in hard determination to overcome all the clutter in the autistic mind. Even with the high increase rates, nonverbal autism has also seen an increase rate from 25% to 33% (“10 Years of Progress: What We Have Learned About Autism”).
Consequently, many hard lined public schools generate failure for autistic students. Harrowing teachers are overwhelmed to fully engage the autistic student. Schools typically have 20-30 children per general education classroom, which can be very over-stimulating for a child with autism, and general education teachers may be struggling with teaching all of the children in the classroom. Unfortunately, many teachers have not received training in working with children on the autism spectrum and are ill-prepared to have them in their classrooms (Hurlbutt). While there are some great, gallant, marvelous teachers, there are many that belittle the autistic students having seared their confidence and intelligence. Can society really make changes? When teaching difficult students with autism, there are challenges to inspire the student but people tend to take the easy route. Many times, students with autism are placed in self-contained special education classrooms, often with children who may have more severe needs (Hurlbutt).
Now, there are devastating statistics divulging the gallant autistic students yearning among general education students and not being able to attend college rewarding higher education to those who are educated properly. Autistic youth had a higher risk of not enrolling in college or finding a job than youth with other developmental disabilities. The study, which was published in the journal Pediatrics, included approximately 2000 students with disabilities, and more than 600 people with autism spectrum disorders, specifically (“1 in 3 Autistic Students Have No College Education Nearly in a Decade After High School”). The results indicated only 35 percent of autistic youth had attended a 2 or 4-year college, 9 percent received vocational education, and 55 percent had held paid employment six years after high school graduation. Thirty-five percent did not participate in post-secondary education or employment. The rates were even bleaker immediately after high school – more than 50 percent of autistic youth had no post-secondary education or employment two years following graduation. These findings point to potential gaps in transition planning specifically for youth with autism and barriers to participation that may be specific to this population (“1 in 3 Autistic Students Have No College Education Nearly in a Decade After High School”).
Consequently, many brave parents with autistic children are not satisfied with mainstream public school education. Parents seek capable, hard inspiration to help educate their child. A study completed by the Easter Seals Society and the Autism Society of America in 2008 revealed that 70% of parents of children with autism were concerned about their child’s education, as compared to 36% of parents of typically developing children. Only 19% of parents of children on the autism spectrum felt that their children were receiving education to adequately prepare him or her for life, compared to 56% of parents of children without disabilities (Hurlbutt).
Now, there is a heavy exodus from public schools to homeschooling. Can homeschooling create more capable higher learning? Five reasons why homeschooling may be best for children on the autism spectrum include: instruction which provides for optimal learning and maximized progress; the environment can be adapted at home more easily than it can be at school for the child’s sensory difficulties; flexible scheduling is more easily arranged at home, and less time is wasted on non-academic tasks; better opportunities for more positive socialization are provided through homeschooling; and the child’s interests can be incorporated into their schoolwork and studies (Hurlbutt). Many families in general are turning to homeschooling and in turn this also effects children with autism. In the ten-year period from 2003 to 2012, the number of American children 5 through 17 years old who were being homeschooled by their parents climbed by 61.8 percent, according to newly released data from the U.S. Department of Education (“1,773,000: Homeschooled Children Up 61.8% in 10 Years”).
Next, there are learning methods currently impacting education for those with autism. A hard stance taken by parents can inspire their children with autism and weakens Applied Behavior Analysis’s (ABA) harsh non-educated, old, archaic method. Current recommended methods for students with autism include three basic components. These are direct instruction of skills, behavior management using functional behavioral assessment and positive behavioral support, and instruction in natural settings. There are also a host of strategies and methods available today, and some of these include Applied Behavior Analysis (ABA), Picture Exchange Communication System (PECS), social stories and other cognitive behavioral interventions, auditory integration therapy (AIT), TEACCH methods (Treatment and Education of Autistic and related Communication handicapped Children) and sensory integration (Hurlbutt). Great numbers of parents have captured their own method that works better for their own child but collide with educators. Many parents have identified a therapy, method, or program they have found to be effective for working with their child, however, have experienced the school as being unable or unwilling to provide this treatment. More and more parents of children on the autism spectrum have become frustrated with the school system and have been exploring homeschooling as an option. The Home School Legal Defense Association indicated that homeschooling may be the fastest growing form of education today because of parents’ frustration and other concerns (Hurlbutt).
Hence, many parents are determined to work hard to find methods that work and even go against mainstream methods. ABA, TEACCH, PECS and sensory integration all help but are limited to basic communication and education. Frequent and repetitive drills can detrimentally block happiness to hallmark learning. Research suggests, repetitive drills are often used to help individuals with autism learn new skills, but this approach may do more harm than good. David Heeger, of New York University who worked on the study, stated, “Our conclusion is that breaks in repetition allow the visual system some time to rest and allow autistic individuals to learn efficiently and to then generalize. Repeated stimulation leads to sensory adaptation which interferes with learning and makes learning specific to the adapted conditions. Without adaptation, learning is more efficient and can be generalized (Heasley). ”
Consequently Soma Mukhopadhyay, developer of Rapid Prompting Method (RPM), has begun to emerge with a fascinating teaching method for those with autism. Her teaching began with her own son, Tito, who has nonverbal autism and has expanded to over a thousand students worldwide. Changing harrowing educators’ opinions is tense and creating anguish forgetting the goal of education for all. Soma has never forgotten the power of seeing education on the mind of the autistic student. Her RPM method starts with intense one on one sessions of high level education and has rapid, marvelous instruction. She starts with choices, then moves quickly to teaching the student how to point answers on a letterboard. Soma states, “In order to understand someone, we need to look at the person in an integrated manner, through his or her cognitive, social, emotional and physical characteristics, as well as through the observations of his or her behavior and adaptive capacities. In autism, the manifestation of behavior and adaptive capabilities deviates from the norm. Because of these variations, we tend to underestimate the competence and potential of the individual with autism” (1). Soma believes everyone has intelligence making a gallant lesson to learn meaningfully. This belief can help those with autism.
Lastly, have we listened to autistic individuals? Courageous Ido Kedar has become determined to show his capabilities with using RPM in public high school in California. He made meaningful inspiring headway in showing that RPM can be successful in the public school environment but having a one on one aide is causing concern for school districts making autistic students suffer in silence. Capabilities are within all autistic people. Ido states, “I want people to know that I have an intact mind (Curwen).” Ido graduated from high school receiving a regular diploma using RPM. Interesting, candid conversations must take place in this American education system learning from Ido and others using RPM. Great research must start today.
In conclusion, many marvelous children with autism are lacking the appropriate resources to have meaningful, inspiring, grade level education making parents settle or developing mass exodus to homeschool. It will take great courage to change our methods to educate autistic students at grade level teachings as it is currently detrimental to our society as human beings. Deafening complacency can have worse effects.
Works Cited
Internet Sources:
“10 Years of Progress: What We've Learned About Autism.” Autism Speaks. January 26, 2015. Web. January 10, 2016.
https://www.autismspeaks.org/news/news-item/10-years-progress-what-we039ve-learned-about-autism
“1 in 3 Autistic Students Have No College Education Nearly in a Decade After High School.” Mind and Body. May 14, 2012. Fox News. Web. December 16, 2015. http://www.foxnews.com/health/2012/05/14/1-in-3-autistic-students-have-no-college-education-nearly-decade-after-high.html
“1,773,000: Homeschooled Children Up 61.8% in 10 Years.” Terence P. Jeffery. May 19, 2015. CNSNews. Web. January 10, 2016. http://cnsnews.com/news/article/terence-p-jeffrey/1773000-homeschooled-children-618-10-years
Curwen, Thomas. “In the ‘Silent Prison’ of Autism, Ido Speaks Out.” December 21, 2013. Los Angeles Times. Web. January 10, 2016. http://www.latimes.com/local/la-me-c1-autismland-20131222-dto-htmlstory.html
Heasley, Shaun. “Repetition May Hinder Learning in Those with Autism.” October 13, 2015. Disability Scoop. Web. December 14, 2015. https://www.disabilityscoop.com/2015/10/13/repetition-hinder-autism/20869/
Hurlbutt, Karen. “Considering Homeschooling Your Child on the Autism Spectrum? Some Helpful Hints and Suggestions for Parents.” Karen Hurlbutt, PhD. WebMD. Web. December 14, 2015. http://www.webmd.com/brain/autism/features/homeschooling-for-autism
“What is Autism?” 2015. Autism Speaks. Web. November 7, 2015. https://www.autismspeaks.org/what-autism
Books:
Mukhopadhyay, Soma. Understanding Autism through Rapid Prompting Method. Denver, CO: Outskirts Press, 2008. Print.
