Autistic students become “teachers”
OK, so adults still teach full-time, but Michael Aubele of Valley News Dispatch found three autistic students at Colfax Upper Elementary School who shared their autism spectrum disorder with their classmates. The school, along with other school districts in the Alle-Kiski Valley in Pennsylvania, are involved in sponsoring events for Autism Awareness Month, which wraps up this Saturday.
The three autistic Colfax classmates, just like almost every other student, were nervous about their presentations because their lectures broke traditional routines (autistics are very routine-oriented). One student used an iPad to showcase his interest in Dr. Seuss, and his autism support teachers regularly use the iPad to communicate with him. Their fellow classmates embraced the learning lessons because they increased their overall understanding of autism spectrum disorder. One student interviewed by Aubele said she wasn’t aware of autism’s range of severity prior to the presentations.
Aubele’s story is short and doesn’t quote any sentences when he refers to his interviews, but give him credit for finding a pair of fellow students to gauge reaction to the information shared by their autistic classmates. Interviewing children is tougher than adults and even teens who are subjects of many other autism stories, so not seeing many quotes from them isn’t a surprise, no matter what restrictions were placed on story length. Complicating such an interview is the story’s subject; adults have spent hours upon hours and are still dumbfounded on many facets of autism. Now throw in a much younger face with much growing to do. Fortunately, as Aubele shows, no hairs need pulling when approaching kids for interviews. Stick to the simple questions, such as what they knew before and after a presentation and what they thought about it.
Although surmising a deadline for this story isn’t achievable, Aubele could have played up his third-person narrative with the autistic students and their classmates to a greater extent. How much did the autistic classmates believe their peers understood their disability? What goals did they have for the presentations? How well did they get along with classmates before they opened themselves up in this fashion? The story’s short length doesn’t allow much development for such ideas. However, Aubele’s story illustrates the reduced fear of sharing sensitive material about students that can increase their vulnerability. The mentality when I attended elementary school was silence in hopes that no one would think the disability exists. Unfortunately, autism and other disabilities don’t work that way. Gauging what would be different had I attended in this social environment is impossible due to too many changing variables, but Aubele’s piece could ease worries other parents or teachers may still have about revealing differences.