I have started reading a new book on autism from Paula Kluth, an expert in the field of inclusive practices and autism. I had the opportunity to hear her speak at Inclusion Works last year, and I couldn't resist purchasing her book.
Defining Autism:
I love what she does at the beginning of the book. She uses the definition of autism from an individual with autism...but she does caution, "If you know one person with autism, you know ONE person with autism." (p. 2). She goes on to say that individuals with autism have more differences than similarities.
This makes me think about the several times I have been approached by individuals asking me general or vague questions about how to better manage and teach particular students with autism. The first thing I want to do is get to know THAT particular student. Yes, it is good for me to know that the student has autism. That probably means they struggle in social interactions, have unique physical movements, enjoy routines and structure, and struggle with communication. But, it doesn't tell me their strengths or how they will respond to certain behavioral interventions. My observations and interactions are crucial in establishing proper management and teaching techniques.
A student's label should never outline that student's supports and services. These should be developed and established based on the individual student, regardless of label. The label is just a good place to start.
Autism is a way of existing. It is a way of interacting with and interpreting the world. The person, according to Kluth, cannot be separated from the autism. It is the lens through which those with autism live.
Uh, interesting fact: Apparently, autism is the third most common developmental disability (MR and CP are first and second). AND, it is 4-5x more likely in boys than girls. This is definitely confirmed by my current situation. It affects social interactions, communications, and patterns of behavior.
Well, more to write letter. Happy reading and learning everyone!
David
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