Children With Autism Tend to Get \'Stuck\'

¶ … Children with autism tend to get 'stuck' -- either in the repetition of certain phrases, or 'stuck' on a particular idea in the case of children with Asperger's Syndrome. Teachers can attempt to use these words as a springboard to real communication, circumventing the repetition through responding and attempting to engage the child in dialogue. Specifically, with Asperger's Syndrome, teachers can try to use children's mechanical interests in facts and figures to ask them questions about, for example, how the animals or cars that the child is obsessed with might feel, which also encourages the children to engage in emotional responses. Or they can ask the children to engage in more spontaneous 'pretend' play to circumvent repetitive behavior (like pretending to be an animal or a car).

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This chapter affirms the idea that there is no essential correlation between intelligence and the ability to speak. Many otherwise normal children have physical problems which make clear articulation impossible. Many other children have had minor speech deficits like stuttering despite exhibiting extraordinary verbal precocity in other areas. I know I must be mindful when dealing with persons with impaired speech not to allow my own frustration with not understanding their meaning to become a judgment on the individual.

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The purposes of communication include the expression of needs and wants; the transfer of information; the desire to affirm social closeness; and social etiquette. Of all of these purposes, perhaps the most important is the need to affirm social closeness, given the percentage of information that is shared that serves no real purpose other than sociability. Unfortunately, using ACC technology often acts as a barrier to facilitating this important aspect of communication.

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Children with disabilities are at high risk for being bullied. First and foremost, children tend to bully other children who seem 'different' from themselves, and children with disabilities are by definition 'different.' Also, children with some disabilities may have difficulties with normal social interactions with other children. A child with autism cannot pick up on the normal social cues of other children because of his or her cognitive issues; a developmentally disabled child for different reasons may struggle with verbal interplay and socially appropriate behavior. Children with conduct disorders or ADHD may alienate other children through their temper tantrums and lack of patience and children with physical deficits will struggle to engage in everyday playground activities. Children with disabilities may also be targeted as sexual victims because they cannot speak out about their accusers, or they may be lonely and vulnerable and thus turn to an adult for attention (which may be misinterpreted by the adult). The differences between disabled children and so-called 'normal' children cannot be eradicated, but their classmates can at least be made more aware of the sources of their classmates' differences and learn to respect their different responses. Having a plan to include disability education in the curriculum is essential.

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