FAQautism

Teachers on all grade levels have asked for tips about welcoming a student diagnosed with autism into a “regular education” classroom. The overall topic of helping a youngster with autism function well in school could fill several books. Today we will just look at one tiny issue that can make a world of difference from day one.

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Although we know better, we tend to use a different tone of voice when greeting individuals with special needs as they enter the classroom. Some of our students with autism may not notice our daily greeting, but most probably prefer to be greeted in the same manner as their more “typical” peers.

VOLUME: For example, we tend to talk louder and more distinctly when addressing students with autism who are non-verbal. I guess we subconsciously rationalize that a person who is non-verbal will understand our conversation if we simply increase the volume. In reality, the impact of autism is very inconsistent, so some non-verbal individuals with autism have much better receptive language than a person who has normal conversational skills.

CONDENSCENDING TONE: Although we recognize the need to avoid singling out our friends, we tend to use a different tone of voice when greeting students with special needs, including those with autism. For example, we might inadvertently talk to pre-teen or high school students as if they are children, using a “baby voice” and saying things like, “Ohhh, I am so glad to see you today,” or “You are so cute.” If a person is non-verbal, we tend to use childish phrases and a condescending tone of voice. Even if they do not seem to notice, it might be more appropriate to welcome students with autism with the same words and tone of voice we use for more typical students.

AUTHORITARIAN TONE: Some students with autism have a history of aggressive, disruptive behavior. Because our guard is always up with these youngsters, we can forget to greet such students in a friendly, welcoming manner. Just a quick, warm hello is all it takes to develop a supportive personal connection with a youngster dealing with significant challenges.

TIP FOR THE DAY: These examples illustrate one of several keys to successfully welcoming students with autism into our classrooms. Greet the youngsters each day, even if they do not acknowledge that greeting, and to use the same tone of voice and words we use with more typical students in the class.

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 a confidential email at talk@FAQautism.com with your thoughts or challenging situations or innovative solution. 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

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