classroom observations

Today I went to observe two different SCSS (Social Communication Support and Services) teachers work with students on the spectrum. And I walked away with some new knowledge, things to consider, and activities to do with my SCSS. But, the most important thing I learned is that these kids sure do have personalities!

So, you met one kid with autism. You know what that means? It doesn't mean that you can say you know what autism universally "looks like". It doesn't mean that you are now qualified to go around picking out the kids with autism vs. the kids without autism. It just means you met one kid with autism. This is one of the hardest things for educators to wrap their heads around in this day of labeling and categorizing. Remember, let the kid tell you who they are, not the label.

The label:
1. Impaired social interactions. Students on the spectrum sometimes struggle with nonverbal interactions (e.g., eye-contact). They also do not typically seek out relationships or play with other children.

2. Delayed communication. This could range from the inability to speak to the ability to maintain a conversation.

3. Repetitive and stereotyped patterns of behavior. This could mean a unique attachment or interest in something (e.g., trains, computers, whales, insects, Star Wars, etc.). This could also mean a near inability to deviate from structure or routines. This could also mean some type of movement that is repetitive (e.g., hand flapping).

So, a child with autism will exhibit some of the above descriptions. However, that is only a small piece of who that child is. And furthermore, these descriptions do not classify or categorize or mandate a child's personality. They are merely behaviors. Each child with autism has a personality that is separate from the aforementioned criterion.

And what I realized today was that I am blessed to work with some of the most amazing personalities at my elementary school!