Learners with Autism and Speech Disorders
Part A
The concept of the 'hidden curriculum' consists of the unofficial, often unintended lessons, norms, values, and behaviors that students learn in school. Unlike the formal curriculum, which is outlined in educational standards and lesson plans, the hidden curriculum consists of the unspoken or implicit academic, social, and cultural messages that permeate the school environment. These can include expectations around how to interact with peers and teachers, understanding social hierarchies within the school, navigating informal social rules, and adhering to cultural norms that are not explicitly taught but are observed and absorbed through daily interactions and experiences. This paper provides a list of three dos and don'ts of the hidden curriculum for children with Autism Spectrum Disorder (ASD), and explanations on why children with ASD might struggle with them.
Dos
1. Teach Explicit Social Interaction Skills: Children with ASD often miss the subtle cues in social interactions that are intuitively picked up by their peers. Explicitly teaching skills like initiating conversations, turn-taking, and understanding non-verbal cues can be beneficial.
2. Promote Understanding and Use of Non-verbal Communication: Many social interactions are navigated through non-verbal communication, such as facial expressions and body language, which children with ASD may find challenging to understand and use appropriately.
3. Encourage Flexible Thinking: Introducing changes in routines and varying daily activities can help children with ASD become more adaptable. This can prepare them for the unpredictability of real-world interactions and environments (Hallahan et al., 2022).
Don'ts
1. Avoid Overemphasis on Rote Social Scripts: While teaching social scripts can be helpful, over-reliance can make interactions appear unnatural and inhibit the development of genuine social understanding and fluidity.
2. Don't Neglect Individual Interests: Children with ASD often have specific, intense interests. Ignoring or discouraging these can hinder engagement and motivation. Integrating these interests into learning and social opportunities can be a powerful tool.
3. Avoid Unstructured Social Situations Without Support: Throwing children with ASD into social situations without structure or support can be overwhelming and counterproductive. Structured activities with clear expectations can provide a safer learning environment for social interaction skills (Hallahan et al., 2022).
Why Children with ASD Might Have Difficulty
These challenges stem from core characteristics of ASD as described by Hallahan et al. (2022). Specifically, individuals with ASD exhibit clinically significant, persistent deficits in social communication and interactions. These deficits manifest through marked difficulties in using verbal and nonverbal communication for social interaction, a lack of social reciprocity, and difficulties in developing, maintaining, and understanding relationships. Moreover, learners with ASD show restricted, repetitive patterns of behavior, interests, or activities, which further complicate their social interactions and adaptability to new environments or changes in routine (Hallahan et al., 2022).
The difficulties in understanding and using both verbal and non-verbal communication effectively hinder their ability to participate fully and naturally in social exchanges. For instance, non-verbal cues, which make up a substantial portion of interpersonal communication, can be completely missed by individuals with ASD, causing misinterpretations or inappropriate responses in social interactions (Williams et al., 2021). Similarly, the expectation for social reciprocityan innate component of most social interactionsis often a significant challenge, as individuals with ASD may not naturally engage in the give-and-take of typical social exchanges (Hallahan et al., 2022).
The concept of the 'hidden curriculum' refers to the unspoken or implicit academic, social, and cultural messages that are communicated in the school environment, beyond the formal content of the...
…differences may sometimes be mistaken for disorders, leading to overdiagnosis in certain populations.Communication disorders often co-occur with other developmental disorders, such as Autism Spectrum Disorder (ASD) or Attention Deficit Hyperactivity Disorder (ADHD). This overlap can make it challenging to isolate and accurately identify the prevalence of communication disorders alone. In many areas, especially rural or underserved communities, access to specialized assessment and diagnostic services is limited. This lack of access means that many individuals with communication disorders may never be formally diagnosed.
The assessment tools used to diagnose communication disorders may not be appropriately adapted for all linguistic or cultural backgrounds, potentially leading to underrepresentation of certain groups in prevalence data (Hallahan et al., 2022).
Variables That May Cause an Increase in Prevalence
Increased awareness among parents, educators, and healthcare providers can lead to more children being screened for communication disorders early in life. Enhanced screening efforts contribute to higher identified prevalence rates. Modifications to the diagnostic criteria of communication disorders can lead to shifts in prevalence rates. For instance, broadening the criteria may capture a larger segment of the population. Even exposure to environmental toxins, such aslead or prenatal alcohol exposure, can increase the risk of developing communication disorders. As environmental pollution increases, so too may the prevalence of these conditions.
Advances in genetics are revealing more about the hereditary aspects of communication disorders (Chenausky & Tager-Flusberg, 2022). As understanding deepens, more individuals may be identified as having a genetic predisposition to these disorders. Improvements in access to diagnostic and therapeutic services may lead to an increase in identified cases. As services become more widely available, more individuals with previously undiagnosed disorders are identified. Finally, the increasing complexity of social interactions and educational demands may highlight…
References
Bruinsma, G. I., Wijnen, F., & Gerrits, E. (2024). Communication in Daily Life of Children With
Developmental Language Disorder: Parents' and Teachers' Perspectives. Language, Speech, and Hearing Services in Schools, 55(1), 105-129.
Chenausky, K. V., & Tager-Flusberg, H. (2022). The importance of deep speech phenotyping for
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