NORWICH – While the number of teachers in attendance at a conference on autism held in Norwich last week were few, little else could be said against it. In fact, a turnout of about 230 individuals wanting to learn more about the newest epidemic sweeping the nation attested to its import.
The conference was a first for the Family Resource Network, a not-for-profit organization serving six upstate counties, including Chenango. The event followed newly released data in April that showed that 1 in every 150 American 8 year-old children have an autism spectrum disorder.
“We couldn’t have been more pleased with the turnout,” the Network’s Director Pam Larsen said. Participants and support services providers came from most of the major cities throughout upstate New York, including Oneonta, Binghamton, Albany, Syracuse and Rochester.
Two of the small number of teachers in attendance said they gleaned much useful information and not just for those with autistic disorders. “The suggestions for teaching special needs kids is good teaching for all kids. And easily done,” said Greg Belander, a science teacher from Elmira.
“There are different learning strategies for all types of kids,” said Greg Longwell, who is also a science teacher.
Dimeta Johnson of Corning, and the mother of an autistic child, said she learned new modifications that her child’s teachers could make for homework assignments and tests.
“Some people don’t always understand that it’s not just cutting the paper in half. We need to find ways to adapt the test so that it fits the child,” she said.
Rebecca Moyes, a nationally-acclaimed speaker, author, teacher and mother of a child with Asperger’s Syndrome, kicked off the conference with a morning program titled, “Supporting Children with Autism Spectrum Disorders.” She focused on the reasons children with autism have challenging behaviors in the inclusive classroom and the supports and services that they require to be successful. Workshops continued in the afternoon, addressing such topics as: Social skills in the classroom, developing individuals educational plans and getting the most from your child’s plan within the inclusive classroom setting.
Children with autistic spectrum disorders are characterized by a lack of social skills - often with or without the ability to communicate at all - and what’s called, executive function. Many of the problem behaviors teachers are up against when trying to educate them are often attributed to these two main deficits.
“Many folks do not understand that these kids need direct instruction in social skills. They do not learn by gleaning them. ... They cannot step into anyone else’s shoes nor make inferences. They need to receive direct instruction using visual methods with opportunities to practice and be reinforced across multiple environments,” she said.
Executive function is what keeps neurotypical learners organized and on task. Children with autism have no innate planners nor orchestrated leaders. “Requiring these students to be as organized without assistance is not fair,” she said.
Teachers need to find make accommodations in the classroom for disabled students by adapting materials and methods. “Not doing so is about the same as not allowing you to wear glasses, driving in a rain storm with a windshield wiper that’s broken, taking on cafeteria duty with a migraine or giving a lecture with laryngitis. You wouldn’t do any of those things,” she said.
