Imagine you are a teacher at a mainstream school. There is a learner in your class who was diagnosed a few weeks ago with Autism Spectrum Disorder (ASD). The learner’s parents inform you that he has high-functioning autism, meaning that he does not need as much support as other learners with ASD.
Your knowledge about ASD is minimal. You know that ASD is a spectrum disorder. This means that the symptoms are different from person to person. Some people might have very noticeable symptoms, others might not. You also know that people with ASD act in ways that are unusual, such as repetitive behaviors like rocking and hand-flapping. Another important thing that you know is that people with ASD get upset when a routine is changed, even slightly, and that they are extremely sensitive to noise. His mother tells you that another symptom of ASD is that they can talk in a flat robotic voice and avoid eye contact.
After becoming aware of the learner’s diagnosis, you feel that you understand the learner a little bit better. You now know why he will put his hands over his ears when the school bell rings. You also understand why the learner was in tears when you had to leave early one day to attend a meeting at another school. You feel ashamed because you labeled the learner as naughty. You understand that the learner is not naughty but that he has different needs.
By accepting the learner and by becoming aware of the unique needs of the learner, you have taken the first step towards creating an inclusive environment. You have also taken a step in recognising that diversity is more than cultural differences. Diversity also refers to the variety of learning needs of learners with specific disabilities (Walton & Engelbrecht, 2022). You want to be a change agent within the field of education and decide that you are going to support this learner to reach his full potential. You believe that your positive attitude will support you in finding ways to help this learner. Walton and Engelbrecht (2022) mentiones that a positive attitude towards learners with barriers to learning, is an important tool for all teachers.
Sefotho (2024) mentions that teachers’ attitudes constitute the biggest barrier to managing a truly diverse classroom and creating an environment conducive to the realisation of inclusive education. As a teacher, you have shown that you have a positive attitude towards the learner with ASD. This means that you have one less barrier to overcome.
Ameen (2024) advocates that teachers must not view learners with ASD as unintelligent, and must accept that all learners have the right to support, irrespective of being neurodiverse or not. Clasquin-Johnson (2024) notes that a teacher, who truly embraces diversity, is a teacher who teaches from the head, hands, and heart. The head implies that the teacher understands the content, the hands refer to the teacher using different strategies to facilitate learning and the heart means that the teacher is passionate about supporting learners to reach their full potential. The question is then, what kind of teacher do you want to be? Do you want to be a teacher who only teaches content? Or do you want to be a teacher who has a passion for teaching?
Teachers who recognise the importance of establishing an inclusive classroom will always search for strategies that can support them in achieving this goal. The following links provide useful information for teachers regarding ASD and how to support these unique learners. Please visit the following websites for more information regarding ASD:
- Autism South Africa: Home (aut2know.co.za)
- Autism spectrum teacher: Blog – Autism Spectrum Teacher
- Els for autism: Els for Autism Foundation- Autism Programs & Services
As you embark on your journey to becoming a teacher who teaches from the head, hands and heart, remember that your acceptance and awareness of ASD can make a world of difference in these learners’ lives.
Reference List:
Ameen, N. (2024). ‘GDE programs and activities to promote Autism Awareness and Acceptance’, Autism Awareness and Acceptance Seminar, UNISA, 23 April 2024.
Clasquin-Johnson, M. (2024). ‘UNISA’s Teaching and Learning, Community Engagement and Research on Autism’ Autism Awareness and Acceptance Seminar, UNISA, 23 April 2024.
Sefotho, M.M. (2024). ‘Autism Awareness and Support in Higher Education’, Autism Awareness and Acceptance Seminar, UNISA, 23 April 2024.
Walton, E. & Engelbrecht, P. (2022). Inclusive education in South Africa: path dependencies and emergences. International Journal of Inclusive Education, pp. 1-19. Available at: Full article: Inclusive education in South Africa: path dependencies and emergences (tandfonline.com) [accessed 24 April 2024].
𝗔𝘂𝘁𝗵𝗼𝗿: 𝗗𝗿 𝗧𝗶𝗮𝗻𝗲́ 𝗩𝗶𝘃𝗶𝗲𝗿𝘀
