2.2.2. Triad of Impairments

of autistic centres in India such as the Action for Autism Centre in Jasola Vihar and the Sankalp School in Chennai. While many elements of inclusive design still ring true when it comes to the design of learning environments for children on the spectrum, there are still ways to go when it comes to erasing the stigma that comes with being a child on the spectrum and ensuring that these children live up to their potential by offering the best of resources.

2.2.2. Triad of Impairments

“Autism is a severe disorder of communication, socialisation and flexibility in thinking and behaviour, which involves a different way of processing information and of seeing the world.” (Jordan, 1999)

The core deficits in an autistic child can be understood by examining the Triad of Impairments.

Figure 4 : Triad of Impairments (Source: Author)

Language/Communication

Language encompasses both verbal and non verbal forms of exchange. What is known as ‘Pragmatic’ (everyday use of language to relate to others) and ‘Semantic communication’ (communication based on picking up signals, gestures, cues) are both affected for autistic children. It is not uncommon for conversations to not get reciprocated by autistic children, and they have a hard time picking up social cues, gestures or facial expressions. Interactions have a chance of becoming awkward and one-sided and there is often a chance of miscommunication of non verbal exchanges. Figurative speech, metaphors and sarcasm are rarely understood as such, and people have to often stick to literal and concrete terms when conversing with an autistic child to avoid confusion. (Ennis-Cole, 2019)

Social Interaction

Social reciprocation and the ability to pay attention to and recognize emotions in social situations are impacted for children with ASD. (Scott & Baldwin, 2005) They often do not wish to interact or play with other children or adults, which if not dealt with can lead to the hampering of their cognitive and social development along with their ‘social competence’. A lack of social interactions can potentially lead to cases of isolation, loneliness and depression for the child, which would definitely impede any positive development. It becomes important to provide them with ample opportunities to present themselves socially and interact, may it be through direct interaction or through learning situations. Only direct practice can improve the child’s ‘social competence’ and definitive steps must be taken to ensure that they are involved in society and communal activities from time to time, to prevent long term isolation and other related issues. (Ennis-Cole, 2019)

Behaviour

Autistic children tend to follow certain behavioural patterns, characterised by the following;

● Prefers structure and routine to ensure predictability ● Exhibit repetitive habits or behaviours obsessively ● Hampered abilities in imaginative play and social interaction ● Lack of empathy for others ● Children rarely ever think ahead, and as a result have a poor awareness for danger

Figure 5 : Word Cloud on problems reported by parents of children with ASD (Source: Ennis-Cole, 2019)