FAQautism | Public School

Public School

The debate about the pros and cons of public school education for individuals with autism has been raging for three decades. I humbly submit that, because of the vast spectrum of autism and the disparate needs of each individual, blanket statements such as, “The public schools have failed children with autism” are inaccurate and counterproductive.

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Over the years I have seen many excellent teachers and para-professionals who have had a dramatic impact on the functioning level and the quality of life of many youngsters with autism. On the other hand, I have seen many teachers and aids who were not as dedicated to their jobs, or who simply did not have the gift of working effectively with individuals with autism and/or other conditions that required special education.
+ I’ve known dedicated teachers with advanced degrees and advanced training in the latest strategy related to autism who were great teachers. I’ve also known paraprofessionals who did not have a high school diploma, but did have “the touch,” a special gift of taking time to connect with a kid and coax them into being somewhat responsive and cooperative and self-sufficient.
+ I’ve seen teachers work magic in the lives of fifty kids with autism in a period of ten years, only to encounter a youngster in the eleventh year who did not respond at all to the strategies that teacher had implemented successfully for a decade.
+ I’ve worked in school districts that put many dollars and much time into developing long-term and short-term strategies and specialized programs aimed specifically at the needs of students with autism. And I’ve seen others that, because of the financial realities of their small towns, had to just fly by the seat of their pants.
+ Since I started working in the schools in 1973, I have seen teaching methods and strategic approaches come and go, then cycle around again. I’ve worked in school districts that implemented one basic philosophy across the board, investing heavily in teacher training and implementation of ABA or Floortime or TEACCH or any number of other philosophies that have emerged since 1974. I’ve worked at other school districts that operated strictly under the “teacher’s intuition” method.
+ I’ve seen school districts cycle in and out of the divergent philosophies of (1) total inclusion with support (originally called “mainstreaming”), and (2) “self-contained” or “individualized” classrooms with mainstreaming in music/pe/lunch/recess. Of course, over all those years, any youngsters without academic challenges were included in regular classrooms with tutoring or “resource room” assistance when needed.

Interestingly, all of these models work to some extent. So, parents might want to consider public school so their youngsters with autism can meet other youngsters, spend time with adults other than their parents, experience structured and predictable weekdays, learn to transfer authority to other adults, experience a variety of social situations, tolerate transition from home to school, and, in all likelihood, learn something and have fun in the process.

We welcome your input – your concerns and your opinions about this ticklish issue. Just click on the comments button or send an e-mail to talk@FAQautism.com.

NOTE TO READERS AND LISTENERS: I am Cathy Knoll, a board certified music therapist and long-time friend of many folks with autism. At FAQautism.com we are committed to providing free, practical, everyday tips for making life better for people with autism. Feel free to send me an email with your thoughts or challenging situations or innovative solution. Send email to talk@FAQautism.com And don’t forget to check out our website for a wealth of ideas and a glimpse into the world of autism. http://FAQautism.com