Children with autism left behind by education

Children with autism left behind by education system

Social stigma, intolerance and ignorance are holding back the development of children on the autism spectrum, Autism New Zealand says.

With the Government’s Review of Special Education underway, Autism New Zealand CEO Alison Molloy is calling for changes in teacher training and support to help children on the autism spectrum.

“Children with autism are being disadvantaged because many schools only see behavioural issues, and do not understand developmental differences, or have the strategies to improve the learning outcomes of these students, says Molloy.

“The Government itself has acknowledged that schools may enroll children with special education needs but not deliver the outcomes that are needed. Inclusion is a nice ideal, but certainly not a reality for many families with children who have autism or Aspergers.

“An alarming number of parents are withdrawing their children from mainstream learning environments in favour of alternative schools and learning from home,” says Molloy.

The autism spectrum encompasses a range of social and developmental differences (including Classic autism and Aspergers) which affects a child’s social and communication skills and development. It is estimated that one in 100 children and 40,000 New Zealanders are on the spectrum.

Molloy says many children, especially those with high-functioning autism or Aspergers, can achieve in a mainstream classroom if their teachers understand their behavioural triggers and how they learn best.

“These children often love detail and order, and need certainty to be comfortable with learning. Changes or transitions can be most unsettling and trigger behavioural issues. By understanding these triggers, the children have a better learning experience and teachers avoid having to manage the classroom consequences, which can be significant.

“Like all students, children with autism go to school to learn skills and prepare for life in the community. We’re urging their educators not to see autism as a disability, but as a different way of thinking and ‘being’.”

Cookie Time Charitable Trust Autism Appeal Week takes place from the 1-7 June. Donations can be made through street collectors and www.autismnz.org.nz Funds raised will go towards increasing the number and types of services provided by Autism New Zealand including developing further training for schools and parents and providing more information to families for their support.

Autism New Zealand

Autism New Zealand provides support, resources, education and information to people with autism spectrum disorders, their family, caregivers and professionals working with them. They maintain contact with many associations around the world and constantly source the latest materials for the membership. With fifteen branches around the country (many run by volunteer committees), each branch offers various levels of support, including holiday programmes, music therapy, social skills programmes, coffee mornings, regular meetings and pre-school and school support. For more information visit www.autismnz.org.nz or phone: 0800 AUTISM

About Autism:
• The Autism Spectrum covers a range of people with developmental differences that affect their social and communication skills.
• Due to the differing degrees of severity and variety of manifestations, the term Autism Spectrum is used to describe the whole range.
• Many people on the spectrum have difficulty with social relations, can become anxious about changes in routines and some have challenging or difficult behaviours. They can be non verbal, unable to read body language or facial expressions, repeat words and phrases without understanding and be withdrawn and unresponsive.
• Children on the Autism Spectrum do not pick up social cues and skills automatically; these need to be taught explicitly. As a result, inappropriate and difficult behaviours are often innocent in nature.
• The spectrum includes Asperger syndrome, which is a form of autism at the higher functioning end of the autism spectrum. People with Aspergers are of average (or higher) intelligence and generally have fewer problems with language. They often speak fluently, though their words can sometimes sound formal. Abstract, metaphorical or idiomatic ideas may cause confusion and be taken literally.
• Unlike individuals with 'classic' autism, who often appear withdrawn and uninterested in the world around them and required specialist support, many people with Aspergers try hard to be sociable and do not dislike human contact.

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