(Integration in Mainstream Classes & Use of Assistive Technology)
Thinking of the issue of educating learners with Autism for a while, one tends to have a number of misconceptions. One may think autistic learners are rare cases that do not need much attention on one’s part and that are intellectually disabled. One may also think teaching autistic learners is totally different from teaching normal ones and is the duty of specialized teachers in separate classrooms. However, a closer study proves that the number of autistic learners is increasing in a way that makes any teacher likely to have some cases in classroom. These autistic learners show noticeable intelligence and are, thus, likely to show progress when properly guided and through the use of appropriate approaches, tools, and devices. Moreover, educating autistic learners and normal ones have much in common. The teaching process for both, then, shares the same goals, approaches, requirements, etc.
Accordingly, this paper is an attempt to ensure an effective learning process for autistic learners through two strategies: their integration in the mainstream classroom with non-autistic learners, on the basis of the numerous aspects in common, besides the use of Assistive Technology. This is achieved through raising awareness about autistic learners by means of correcting misconceptions about them and highlighting the points in common between teaching autistic and non-autistic learners on the one hand, as well as listing a number of assistive technological devices that can be employed in classroom to enhance the formers’ learning process on the other.
First: The Integration of Autistic Learners in Mainstream Classroom through Raising Awareness about them
To ensure the understanding and acceptance of autistic learners and their inclusion in the mainstream learning process, one must correct misconceptions about them. First of all, autistic learners are not rare cases that one needs not care much for. Actually autism is the “third most common developmental disability [1 P.1]”. The Telegraph states that 1 person in 100, or 10,000 in a million persons worldwide have autism [2]. Jenna Wharff declares that autism in the US is “more prevalent than ever, and it is on the rise [3]”. This is reflected in the diagram below tracing the increase in autistic cases in the US. For instance, the Centres for Disease Control (CDC) reveals the rise of the rate of children with autism in the US by about 30% from 1 in 68 in 2012 to 1 in 88 in 2014 (fig 2). Figure 1 also shows the dramatic increase in number of students served under the Individuals with Disabilities Education Act (IDEA) from 94,000 students with autism in 2001 to 455,000 in 2012.
Source: [3]
As far as Egypt is concerned, there is no specific statistics on how prevalent autism is in the country. Dhalia Soliman, the president of the Egyptian Autistic Society (EAS) states “Here in Egypt, we try to be conservative and say that it appears in one in every 250-300 children [4]”. Nevertheless, studies still need to be held, in Egypt and/or worldwide, to ensure better education and equal rights for the increasing number of persons with autism.
Second, autistic learners are not necessarily intellectually disabled or mentally retarded. Some autistic learners show extreme abilities in some areas and can do some tasks really well and quickly. The diagram below shows the wide variation in mental abilities of different autistic learners that can range from severe learning disability in learners with classic autism, mild learning disability, average/above average IQ, reaching extreme abilities in cases of high functioning autism.
Source: [5]
In fact, there is a number of ingenious celebrities with autism or autistic features, such as Albert Einstein, Bill Gates, Mark Twain, Emily Dickinson, Beethoven, Van Gogh, Mozart, Thomas Jefferson, and Thomas Edison. Actually a child with autism can process up to 250,000 cycles of brain wave energy per second in their conscious state while a normal person processes 13 to 30 cycles only, which explains the high intelligence that autistic learners show [6].
The third and most important misconception about learners with autism is that their teaching greatly differs from teaching normal ones and needs specialized teachers and separate classrooms. Nevertheless, teaching learners with autism and normal learners have much in common and must go together hand in hand in a number of ways. Basically, the educational process in both cases shares the same objectives, approaches, and requirements.
To start with, teaching autistic and non-autistic learners have common pre-teaching objectives. A teacher of autistic and/or non-autistic learners has to start by setting goals for the teaching process. These goals have to be “measurable [1 P.4]”, specific, achievable, realistic, and timed in accordance with learners’ abilities and needs. The emphasis is, therefore, not just on their points of weakness, but also on those of strength and interest that need to be encouraged and developed. Moreover, teaching autistic learners, like normal ones, has to aim at enhancing their academic, social, behavioural, and communicative skills that help learners excel and lead a normal life.
To achieve such goals, the teacher has to adopt a variety of educational tools, programs, approaches, or techniques to ensure an effective learning process for autistic learners, the same as non-autistic ones. Examples of tools, programs, and techniques that are handy in teaching learners with autism are given in the second part of this paper about the incorporation of assistive technology in classrooms, particularly where autistic learners are integrated. Furthermore, the teacher has to evaluate the effectiveness of the adopted tool or approach and how far it facilitates the achievement of such objectives. This is done through the assessment of how much progress autistic learners have shown through the selected tool, program or approach.
One technique needed in teaching autistic as well as normal learners is the reduction of teacher intervention. Learners benefit from a “low teacher-student ratio [1 P.7]”, accordingly a teacher has to play a minimized role for autistic as well as non-autistic learners to be autonomous learners after having acquired the tools of learning. Reducing teacher’s interference can be attained through giving prompts and elicitation.
Another technique a teacher has to employ is identifying each learner’s dominant learning style(s) through which the learner is to be approached, yet help him/her build on the other styles as well. Thus, the teacher has to adopt a differentiated learning approach, not only with autistic learners, but also with any learner. For instance, a teacher needs to address autistic learners’ sensory/visual needs that reduce traditional verbal communication. These learners, like normal ones, learn best through their senses, especially sense of sight. Therefore, the teacher has to have an extensive use of visuals that engage learners and facilitate learning. Using visuals is also essential as it increases learners’ attention span and reduces their distractibility. Another example, autistic learners are bodily-kinesthetic and/or spatial, the same as many non-autistic ones. They need to be physically active, that is why they need game and activity-based learning, besides breaks to run and play.
Since autistic learners respond to sensory stimuli, the educational environment or setting plays a great role in the learning process. Thus, the classroom has to be cosy and welcoming to learners, and to address their senses by being colourful and decorated. Other times sensory stimuli have a negative effect on learners. To improve learners’ attentiveness, teachers sometimes need to keep learners away from any distraction, may be by having a special quiet corner in class. Thus, the teacher has to “provide an environment that is uncluttered and without distracting noises [1 P. 6]”.
A third approach needed in teaching autistic and non-autistic learners is motivation. Learners need a fun element and refreshment to be engaged in the learning process and to increase their attentiveness span. This is achieved through introducing activities, games, role-plays, etc. Such activities help improve learners’ communicative, behavioural, and social skills, can turn them from the intrapersonal to the interpersonal, in addition to allowing them to “practice some basic life skills [1 P.8]”. Motivation can also be realized through conveying a sense of self-confidence and high self-esteem to learners. They need to feel that they are capable of achieving progress. Thus, it is equally crucial that the teacher has “high expectations [1 P.5]” of their ability to overcome disability and succeed.
A fourth approach in educating learners with autism, as well as other learners, is encouraging learners’ peer work. What is most pitiful about learners with autism is that they need to communicate with other people and to have friends but their “self-absorbed [1 P.1]” nature hinders them from establishing social relationships. Therefore, it becomes the teacher’s duty to help learners establish such relationships and to become involved in social interaction. This is why it is always healthier and more beneficial for autistic and non-autistic learners to “learn side by side [1 P.5]”, rather than in specialized classrooms. This is on the basis that autistic learners achieve social, academic, and communicative progress through being exposed to “age-appropriate social models [1 P. 5]”, while normal learners acquire a sense of compassion towards their autistic peers and high self-esteem for helping them. They can help in the education of autistic learners and the reduction of teacher’s intervention.
Second: The Use of Assistive Technology in Teaching Learners with Autism
According to the Technology-Related Assistance for Individuals with Disabilities Act of 1988 (Public Law 100-407), assistive technology device is “any item, piece of equipment, or product system, whether acquired commercially, off-the-shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities [7 P.2]”. Accordingly, AT devices play a crucial role in teaching autistic learners and must be extensively used in classrooms inclusive of autistic learners as well as normal learners of a varied range of abilities or needs.
There are various types of Assistive Technology tools or devices that address different autistic learners’ abilities, needs, skills, or difficulties, whether sensory, motor, communication, or academic. This section provides examples of some AT devices that are either mid tech or high tech recommended for use by teachers and/or autistic learners to facilitate the learning process for learners, to overcome their disability, and develop their multiple skills.
By: Sarah A. Fawzy Ismaiel
Photography: Mahmoud Mansi
Examples of Assistive Technology Used in Teaching: Autistic Learners
| Assistive Technology | Examples | Uses |
| VISUAL REPRESENTATION SYSTEMS | ||
| – Boardmaker, (Mayer-Johnson’s software) | It offers 3,000 picture communication symbols (PCS) in a library of both black/white and color picture symbols. | |
| – Picture This (Silver Lining Multimedia) | The program allows for the presentation of real photos.It contains over 2,700 photos from various categories.It is ideal for creating activity schedules, augmentative communication systems, games, materials for reading activities, materials to teach following directions, and other visual supports.
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| – True Object Based Icons (TOBI) | It is designed for students who have difficulty understanding a two-dimensional visual representation system.TOBI are line drawings or photographs that are cut out in the actual shape or outline of the items they represent and that students can both see and feel. | |
| SENSORY INPUT DEVICES | ||
| Choice Board of Sensory Activities with Voice Output:(Mid Tech Tool) | It is used by learners who are unable to use verbal language to communicate the activity they would like to perform. It is a simple voice output device that provides both visual and auditory feedback of the learner’s selected activity. | |
| Computer games and software programs(High Tech Tools) | They provide both visual and auditory stimuli which engage learners. | |
| MOTOR SKILLS | ||
| Keyboards(Mid Tech Tool) | – Alphasmart– Neo– The Writer
– Fusion
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These are used to practice keyboarding skills. |
| Portable Word Processors(Mid Tech Tool) | – Alphasmart– Dana– Neo
– CalcuScribe – The Writer – Fusion
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These are used to practice keyboarding, taking notes or completing written assignments. |
| RECEPTIVE COMMUNICATION SKILLS | ||
| One-Message Speech Generating Devices:(Mid Tech Tool) | – Keychain Talker &Picture Frame Talker (by Attainment)- The One-Step Communicator & the BIGmack (by Ablenet)
– The Portable Talking ID & the Clip Talk (by Enabling Devices/Toys for Special Children) |
These are used to convey one message or give one direction to autistic learners. The message is accompanied by the appropriate picture symbol and the text. It helps to teach the student the meaning of the message as well as its associated photo, symbol, word. |
| Multiple-Message Speech Generating Devices(Mid Tech Tool) | – The Cheap Talk 4 (by Enabling Devices/Toys for Special Children)- Talking Photo Album (by Augmentative Communication, Inc.)- The Mini Message Mate (by Words +)
– The Tech/Four (by AMDi) – The Four Frame Talker (by Attainment)
|
These devices can be programmed for one to four step directions. |
| Videotaping(High Tech Tool) | They address autistic learners’ visual and auditory senses. | |
| Computer Software(High Tech Tool) | – IntelliTools Classroom Suite | It includes both auditory and visual support. |
| – Picture It (by Slater)- Clicker 5 (by Crick)- Boardmaker or Communicate: SymWriter (by Mayer-Johnson)
– |
It uses picture-supported texts and directions written using picture symbols | |
| – Picture This (by Silver Lining Multimedia) | It uses picture-supported texts and directions written using photos | |
| EXPRESSIVE COMMUNICATION SKILLS | ||
| One-Message Devices (SGD) | – BIGmack (by Ablenet)- Memo Talker (by Attainment)- One Message Hip Talk (by Enabling Devices)
– Portable Talking ID (by Enabling Devices) – One-Step Communicator (by Ablenet) – Voice Recording Pen (by Attainment) – Talking picture frames
|
These devices are Mid Tech tools designed to enable autistic learners to communicate a message and express themselves through pressing a button. |
| Multiple-Message Devices: (one level SGD) | – 5 Talker (by Attainment)- Cheap Talk 4, 8 (by Enabling Devices)- Communication Builder (by Enabling Devices)
– Four Frame Talker (by Attainment) – Mini Message Mate (by Words+) – Talk Back III (by Crestwood) – Tech/Four (by AMDi) – Message Mate 20, 40 (by Words+)
|
These devices are Mid Tech tools designed to enable autistic learners to communicate a message and express themselves through pressing a button. |
| SGD Devices with Levels | – Go:Talk (by Attainment)- Chat Box (by Saltillo/Mayer-Johnson)- 32 Message Communicator (by Enabling Devices)
– Mulit-Level Message Mate 40 (by Words +) – 6, 12 Level Communicator (by Enabling Devices) – Step by Step Communicator with Levels (by Ablenet) – Tech/Speak (32) (by AMDi) |
These devices are Mid Tech tools designed to enable autistic learners to communicate a message and express themselves through pressing a button. |
| Devices with Visual Scene Display (High Tech Tool) | – Dynavox V/ V Max | These devices include a full screen where the autistic learner can touch the picture that corresponds to the message he/she wants to communicate and his message is spoken. |
| Computer(High Tech Tool) | – Speaking Dynamically Pro | The software is specifically designed to enable message communication. |
| – Word Q– Write: OutLoud | These are talking word processing programs that voice texts entered or selected by learners. | |
| ACADEMIC SKILLS | ||
| SGD Multiple-Message Devices: (one level) (Mid Tech Tool) | – 4 Frame Talker & Cheap Talk 4 (by Attainment) | It enables the autistic learner to select which picture corresponds to the message or description they hear. |
| Word Processing programs and tools (Mid Tech Tool) | ||
| Calculators(Mid Tech Tool) | ||
| A SMARTBoard (High Tech Tool) | It is an interactive white board with Notebook software. | |
| Video Taping(High Tech Tool) | ||
| Interactive Storybooks (software or online) or e-books(High Tech Tool) | ||
| Adaptive Hardware(High Tech Tool) | – Touch Window | This is a touch screen mounted on the computer monitor that allows the autistic learner to touch the screen instead of using a mouse. |
| Software for Teaching Reading (High Tech Tool) | – Picture It (by Slater Software)- Edmark Reading Programs (by Riverdeep)- Survival Signs (by Attainment)
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| Software for Writing with Pictures(High Tech Tool) | – Communicate: SymWriter (by Mayer-Johnson)- Pix Writer (by Slater Software) Clicker 5 (by Crick Software) | This is meant for autistic learners who are able to read and/or understand pictures and words before they are able to write or spell. |
| Software for Writing with Letters(High Tech Tool) | – Kids Time Deluxe (Great Wave Software) | It has an onscreen keyboard, using the mouse the learner clicks on the letters to spell words and sentences |
| Software for Math(High Tech Tool) | – Access to Math (by Don Johnston)- Math Pad (by IntelliTools) | |
Adapted from: [7]
References
[1] M. Creedon, et al (2006). Building our future educating students on the spectrum. US. [Online]. Available: http://www.autism-society.org/wp-content/uploads/2014/04/buildingourfuture06.pdf
[2] I. Stewart. (2010, Oct.). Autism and HIV: when maths can be misleading. The Telegraph. [Online]. Available: http://www.telegraph.co.uk/news/science/8062306/Autism-and-HIV-when-maths-can-be-misleading.html
[3] J. Wharff, Ed. M (2015, Feb.). Autism is on the Rise. Stages Learning Material. [Online]. Available: http://blog.stageslearning.com/blog/autism-is-on-the-rise?topic=about-autism
[4] Y. Fathi. (2013, Apr.). Angels in our midst: Autism in Egypt. Ahramonline. [Online]. Available: http://english.ahram.org.eg/NewsContent/1/0/68241/Egypt/0/Angels-in-our-midst-Autism-in-Egypt.aspx
[5] Cornwall Council. (2015, Feb.). What is Autism. [Online]. Available: https://www.cornwall.gov.uk/health-and-social-care/autism/what-is-autism/
[6] Autism-behavior-strategies.com. Famous people with Autism. [Online]. Available: http://www.autism-behavior-strategies.com/Famous-People-With-Autism.html
[7] M. Wirkus, et. Al, Ed. (2009). Assistive technology supports for individuals with Autism spectrum disorder. Wisconsin Assistive Technology Initiative (WATI) Section 4. [Online]. Available: http://www.wati.org/content/supports/free/pdf/ASDManual-1.pdf