INDEPTH: AUTISM
One school's motto: As Special as Necessary
Amina Ali, CBC News Online | October 10, 2003
The 2,000 citizens of Middleton, N.S., live in a scenic town in the Annapolis Valley. About 600 students attend Annapolis East Elementary School, where autistic students are welcomed and supported.
The school's first autistic child arrived about 10 years ago. Since then, they've adopted the TEACCH program, which began in North Carolina. The program caters to the special needs of autistic students.
Educational assistants, teachers, parents and therapists work closely as a team. It's all based on understanding what makes autistic children tick.
Three aspects set autistic students apart, according to Brian Rafuse, the vice-principal of AEES:
- Communication disorders, which hamper the ability to understand instructions;
- Social disorders, which make it difficult for autistic children to interact;
- Sensory integration problems, which mean autistic kids need to be stimulated before they can be motivated to learn.
The school relies on teachers and educational assistants to apply the program. Staff is mainly trained by the school itself, which devotes one resource teacher to special education to co-ordinate the program.
One big factor to the program's success is the one-on-one attention most autistic students receive from an educational assistant.
Another factor is giving the students a sense of control. Since autistic children often have problems with socialization, they tend to have trouble switching tasks. The program includes visual prompts to show a child when it's time to change activities. Schedules are clearly posted, and the student checks it himself to see where to go next.
Activities are laid out at a workstation in see-through plastic boxes. An autistic child therefore can see she has to do a few activities but then she'll be rewarded with something she likes to do. That way, the students have a sense of control and they're motivated to keep working.
"We prompt with rewards," Rafuse told CBC News Online. "We say 'first this, then that,' a lot," he adds with a laugh.
Like in other autistic programs, lessons focus on life, social skills and community awareness.
Teachers demonstrate:
- how to prepare a shopping list and visit the grocery store;
- how to prepare a step-by-step recipe, such as making tacos, by following pictures;
- how to perform simple household chores;
- personal hygiene skills;
- personal safety, such as learning the poison control symbols;
- visiting a post office to mail a letter;
- going to the hospital or fire station in case of an emergency.
The learning doesn't stop at school. Parents participate as well since autistic children often need to follow a ritualistic schedule all the time to learn. Non-verbal students use a picture board everywhere they go to point out what they'd like or need.
"Our philosophy is kids are only as special as necessary," said Rafuse. "They should be here and included."
One success story
For example, a sixth-grader had a rock collection he wanted to show off. He could have chosen to play with anyone in the class, but it was a visiting autistic child who got to share in the activity.
Rafuse emphasizes the program wouldn't work without the support of parents and the school board. By following the students' progress into high school, the school has seen results. One success story: a boy who used to need full-time supervision is now in Grade 8 and can walk around by himself downtown.
Then there's the demand. One family from England moved to Middleton specifically so their child could attend AEES, Rafuse said. The parents are great supporters and the mother volunteers to make games for the classroom.
The program doesn't end at AEES. The school acts as a resource for neighbouring communities by providing a structured, calming environment for students before they have to fit in at their new school nearby.
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Some Autism Spectrum Disorders
Autistic disorder: This is also known as classic autism. It affects ability to communicate with and relate to other people. Some people with autistic disorder can speak and interact while some who are more severely affected are completely non-verbal.
Asperger syndrome: People with Asperger syndrome do not have a delay in speech development, but may have a range of deficits in social development. They often also have obsessive, repetitive behaviours and preoccupations such as rocking or hand waving.
Childhood Disintegrative Disorder (CDD): CDD is also known as regressive autism. Children with CDD usually develop normally for two to four years before they begin to lose language, social skills and interest in their environment.
Source: National Alliance for Autism Research
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