Autism in the classroom: A success story observed

Recently I accepted my first assignment as a substitute paraprofessional (parapro) for an autistic middle schooler, "D."

I'll admit I was a bit apprehensive about what I would encounter as a sub after reading John Barr's "Confessions of a Substitute Teacher." (I got a review copy of the book after finding a press release about it on an EMU bulletin board.) The author had more axes to grind than a serial killer. I put the book down after a few chapters, wondering why someone who was so obviously unhappy with his job would continue year after year in the same profession. Life is too short. So, when I got that phone call, I decided to go in with a positive attitude and an open mind. And I'm glad I did.

Awareness of autistic spectrum disorder (ASD, including autism and Asperger's Syndrome) is increasing, in part because so many kids are affected by it and in part because many are being "mainstreamed" in traditional classroom settings. (More information for parents of children wit ASD/autism is available at EMN, including an article entitled "Three Things Parents of Autistic Children Can Do.")

What I saw yesterday (though admittedly for only a day) was a great example of how, with a little patience and flexibility on the part of teachers and school staff, children with ASD can not only survive, but actually thrive in a classroom setting. A folder was set up for each class, with routine steps for "D" to follow at the beginning and end of each class. A laminated sheet was used to note each task he was to complete, and check off once it was done. Teachers gave "D" the ability to take breaks as needed - some in the classroom, manipulating putty, and some outside. To my delight, it was clear "D" was not only surviving in this context but was out-performing many of his peers.

My favorite part of the day was Language Arts, when the teacher set up a "crime scene" area with various props the students could use to produce a skit, to be performed in class. A bow (minus arrows), a bottle of bleach, a tennis racket, a phone book, a Sherlock Holmes novel and various other items were staged. The whole area was liberally sprinkled with Cheerios.

Like most kids with ASD, "D" could handle only so much noise and chaos before tuning out. He was already stressed because of me (kids with autism don't handle changes to routines very well), so I wasn't surprised when he turned away from the group, rocking and humming. As it turns out, however, he WAS listening. As the group was brainstorming titles for their murder mystery skit, I slipped "D" a note (his regular parapro had told me this was the best way to get his attention). "What do you think should be the title?"

In a soft, fluty voice, "D" responded to no one in particular: "The Cereal Killer."

So often public schools are accused of short-changing students with special needs due to budget cuts and lack of staffing. But what I saw yesterday was an example of how even schools with limited resources can make a tangible, lasting impact on the life of these special kids. And it felt good to be part of the team - if only for a day.

Heidi Hess Saxton is a contributor to AnnArbor.com "Parenting" channel. She is the founder of the "Extraordinary Moms Network," an online resource for parents of adoptive, foster and special needs children. You can reach Heidi here.