Learning Differently. Together. Autism Changes the Way Kids See the World

by Emily Webb

“Your whole neurology, your whole brain, your whole way of seeing the world is different,” said Dr. I. Leslie Rubin, the Developmental Pediatrician at The Rubin Center for Autism and Developmental Pediatrics. “These kids are quite different in how they see people and the world. Our observations of them are a reflection of the expectations we have. Children and people with ASD see the world in different and unique ways — we learn as much from them as they learn from us.”

ASD is a neurodevelopmental disorder affecting a child’s social skills, communication or behavior. Receiving an official diagnosis is the first step in receiving services, including help with education and insurance. With ASD, a child’s brain develops and works differently, both inside and outside of school.

Learning in the Classroom

Each child with autism has a distinctive learning profile. Some may be talented in noticing details or remembering facts, while others show a talent in the arts. Many struggle in similar ways with sensory issues, social experiences, attention, language and executive functioning (the part of the brain that plans and executes complex behaviors).

“The big thing for teaching neurodiverse kids is to allow learning in many, many different ways,” said Dr. Michael Siller, the Executive Director of the Marcus Autism Center’s Louise and Brett Samsky Preschool, an inclusive preschool for ages 2-4. “In education, there is this concept of Universal Design for Learning, which advises teachers from the get-go to offer lots of different learning opportunities. Because learning starts with motivation, we have to offer different ways of connecting with learning opportunities and getting students invested. They have behaviors that make it hard for them to stay invested, as they might have sensory issues, it might get too loud for them, or it might get too crowded for them. Allow children to live with their sensory peculiarities, but still participate in learning, even if they have to wear headphones or have a special seat.”

Children with autism may have difficulty shifting attention to a new task, problems with memory processes or listening to verbal instructions. Using the learning styles of visual, auditory and kinesthetic can help children.

“Most kids have problems with auditory and do better in visual, but if given information visually and auditorily, they do even better,” Rubin said. “Some kids will not be able to follow what the teacher says, but they look at their next-door neighbor and what they’re doing and know that’s what they’re supposed to do. Some kids have incredible memories; they can recite dialogues of their favorite videos, or they have a good visualspatial memory, almost like they have a built-in GPS. It’s a different kind of learning for all children.”

Some kids may be better at learning via music or by watching other people perform the action. Some kids with autism also use communication devices, such as computer-based push buttons.

“Visuals help kids with autism because communicating verbally is sometimes hard,” Siller said. “Visual learners need to see and have graphics to visualize the steps of an activity or to know what’s expected of them throughout the day. Some children need visual schedules for what’s next or visuals for recognizing their emotions.”

Understanding a student’s learning preferences may be trial and error. Some nonverbal children cannot process visual and auditory input at the same time and would only be able to focus on one or the other.

“Our kids are just amazingly unique,” said Debbi Scarborough, the Founder and Head of School of Cumberland Academy of Georgia, a private school specializing in the needs of children with Asperger’s, ADD, ADHD, high-functioning autism, PDD-NOS and learning disabilities. “They are literal kids: they need structure; they think in black and white; they really need to know what to do; they question you if they don’t understand it. We need to give them clear instruction and may need to give them accommodations, where a neurotypical child wouldn’t need those accommodations. They’re bright, but it’s a lot of processing for them and stimulation, and you have to be careful with that.”

Dealing with Challenging Behaviors

ASD is often understood through the behavioral challenges a neurotypical child would deal with less frequently.

“We like to think of kids in bins, and kids with autism have specific things they struggle with,” Siller said. “But they’re not the only ones who struggle; other kids struggle with communication, self-regulation, executive functioning, knowing how to wait. Kids with autism may need a little bit more help, but we’re more similar than we are diverse.”

Often, children with autism take part in special therapy services, such as behavioral, speech, language, physical or social-relational.

Cont’d on next page

Autism spectrum disorder (ASD ) is a developmental disability caused by differences in the brain. There is often nothing about how people with ASD look that sets them apart, but people with ASD may communicate, interact, behave and learn in ways that are different from other people.

Comprehensive Autism Evaluations personally performed by Pediatric Neurologist Reet Sidhu, MD.

EVALUATIONS INCLUDE: l Neurological Examination l Genetic and Medical Testing l Autism Diagnostic Observation Schedule (ADOS-2) l Direct communication with child’s therapists and teachers l Visit with Family Resource Advocate l Comprehensive Neurodevelopmental Report

ReetSidhu,MD,Founder,InspirePediatricNeurology

Autism Spectrum Disorder, ADD/ADHD and Developmental Delays and Challenges

Developmental issues impact the entire family, not just the individual child. At GCADP we develop a comprehensive plan to help the child and family thrive. The result will determine the best options and path to success for your child.