UNDERSTANDING AUTISM

Rates of autism continue to rise across the country. Autism is a spectrum disorder – when you've met one person with autism, it is important to realize that you've met one specific individual with autism. Autism presents itself differently with each student, and reminding yourself and your child's teacher of this at the beginning of the school year, can help appropriately set expectations for your child's progress. As parents and teachers, it's essential to check any biases at the classroom door and be open to understanding an individual beyond their diagnosis.

CREATING AN INCLUSIVE CLASSROOM

Every learner is different, no matter their diagnosis, and celebrating the abilities can help prevent stereotype-based misconceptions and the potential for bullying.

Inclusion in the classroom means ensuring that all students receive adequate support to meet their learning goals and individualized education plans (IEPs). An IEP is a program developed to

ensure that a child with an identified disability receives specialized instruction and support services to help them achieve academic and behavioral milestones. These plans are incredible resources for students and can level the playing field in the classroom, but they require collaboration between parents, school administrators, and teachers.

Supporting neurodiverse students requires us to consider resources for both educational teams and families. It is important in an inclusive classroom to build awareness and foster equity.

When teachers feel supported and students of all abilities are set up for academic success, the foundation is created to build a warm classroom environment that rejects bullying, and celebrates diversity.

As parents and educators, we have the ability to use the common challenge of transitioning back to school after summer, to encourage acceptance and celebration of each child in the classroom. It must include no teasing or mocking, but showing empathy and understanding.

WE BELONG : SUPPORTING ALL STUDENTS IN AN INCLUSIVE CLASSROOM

Here are three ways that parents and educational support staff can create a welcoming environment for all students:

1. DISCUSS HOW IT'S HARD FOR BOTH TEACHERS AND STUDENTS TO GO BACK TO SCHOOL AFTER THE SUMMER

Not only must we adjust to getting to know new faces, but we also have new schedules, routines, and academic coursework. Exercise patience with your child(ren), their teaching team and parents. If appropriate, encourage your child/student to be compassionate towards their peers. There are many adjustments in the return to school that will not happen overnight!

2. EXPLORE SUPPLEMENTAL TOOLS AVAILABLE TO BENEFIT DIFFERENT TYPES OF LEARNERS AND CREATE AN OPEN DIALOGUE IN THE CLASSROOM ABOUT THE TOOLS USED TO SUPPORT INDIVIDUAL LEARNING STYLES.

Students can use a variety of tools to help them engage in the classroom. It might be digital assistive technology, fidget toys, or accommodations for physical disabilities. Discussing the tools used to adapt to each learning styles, helps to break down barriers and start a conversation about differences.

Explaining why people use various support tools helps students to have more empathy and understanding, and possibly find other resources that might help them succeed in the classroom.

3. START THE YEAR OFF ON THE RIGHT FOOT BY TAKING A CLEAR ANTI-BULLYING STANCE.  

When it comes to individuals with autism or other IDD, there is an opportunity to create a classroom culture that educates students about people's differences and places emphasis on ability versus disability. Teachers and parents can eliminate the potential for bullying when we build space to discuss different intellectual and developmental disabilities, and have those conversations candidly and openly. If a student that has a disability would like to speak for themselves, this is a terrific way to provide an opportunity for students to educate one another.

It takes a village to educate our children. Teachers, administrators, parents, and peers all play a role in creating a classroom environment where difference and diversity can be talked about openly. A new school year provides so much potential for new growth opportunities – use the school year to help students develop into compassionate teammates.

ABOUT THE AUTHOR:

Dr. Joanne Hill Powell is the Director of Special Education Strategy & Business Development for CR LiftEd. Before joining CentralReach, Dr. Powell co-founded LiftEd, which was then acquired by CentralReach in 2022, and served as its Chief Data Scientist and Director of School Partnerships. At LiftEd, she worked alongside former special and general education teachers, Board Certified Behavior Analysts (BCBAs), engineers, and UX designers to develop an innovative, cloud-based software solution that helps therapists, educators and paraprofessionals to improve educational outcomes for students with learning disabilities. During her seven years at LiftEd, she grew the business exponentially and was instrumental in the merger between the two companies. Dr. Powell is a teacher and a leader in the field of special education. As a Board-Certified Behavior Analyst, Dr. Powell brings real-world experience and insight to working with people with learning dis[1]abilities. Dr. Powell holds a doctorate in special education & applied behavior analysis from Columbia University and received her undergraduate degree in interdisciplinary studies and early childhood and special education from the University of North Texas.