News and Knowledge

A number of factors affect how successful a child with autism can be in school. A solid educational plan, supportive classroom teachers, and effective instructional supports all come to mind. However, even when all those pieces are in place, social interaction can still be a major stumbling block for many students on the spectrum.

If their typically developing classmates are uninformed about autism, students with autism can be easily misinterpreted as “weird” or even unfriendly because of their behaviors. A 2011 study by Campbell, et al. revealed that while more than 65 percent of middle school students knew that autism is a disability, less than 9 percent were able to identify its defining characteristics (e.g. social difficulties, communication difficulties, or repetitive behaviors). This lack of knowledge can have harmful consequences; students with autism are more likely to be bullied at every level of school.

The answer to this problem is education, and starting early can make all the difference.

OAR’s Kit for Kids peer education resource (based around the “What’s up with Nick?” booklet and lesson) has already helped more than 12,000 elementary and middle school students learn that their classmates with autism should be treated with the same respect as everyone else, though they may think differently or need special accommodations. This month’s news story includes information about recent additions to the kit and testimonials from community members who have already seen their benefit.

The need for this information has never been greater, as more students with autism participate in mainstream classes every day. If you are a parent, teacher, or administrator, you can use these helpful ideas to start a peer education initiative.

For Parents

• Take the initiative. Remember that you are the most important advocate for your child.
• Start in the classroom. Introduce the teacher, guidance counselor, or an instructional specialist to the Kit for Kids and see what their ideas are for sharing the materials with students.
• Strive for institutional buy-in. Connect with other parents who have children on the autism spectrum. If there is enough support, request a meeting with a district administrator or try to get on the agenda at the next school board meeting.
• Engage the community. Pass the Kit for Kids along to other members of your community who interact with your child or other children on the autism spectrum. The lesson can be effective at home with your own typically developing children, in Sunday school or other faith-based settings, and even sports teams.

For Teachers

• Gain a basic understanding of autism. Before you give any lesson, make sure you have enough background on autism to answer any questions that may come up. The Understanding Autism: A Guide for Secondary School Teachers DVD, An Educator’s Guide to Autism, and An Educator’s Guide to Asperger Syndrome are great reference tools.
• Incorporate the Kit for Kids lesson into your character education curriculum. You can also use it in coordination with another lesson or book that touches on similar themes (e.g. acceptance of differences). The materials are designed so that a peer – or even an older sibling or parent – can lead the lesson, so consider which option would have the greatest impact on your students.
• Set the stage. Use the animated video as an opportunity to get students excited and start the conversation about autism. After giving the lesson, assign all or part of the appropriate activity workbook and keep the “Kids with Autism Might…” poster up in your classroom to remind students about what they learned.
• Spread the message. Share the Kit for Kids with teachers on your team, or even an administrator. It is very likely that students in other classes and grades could also benefit from this lesson.

For Administrators

• Encourage peer education. Implement a pilot program that initially targets certain schools and/or grades to take part in the Kit for Kids lesson and build from there after collecting feedback from teachers. Now is the ideal time to plan peer education initiatives for National Autism Awareness Month in April. The beginning of the school year is another ideal time.
• Coordinate and collaborate. Work with the district autism coordinator(s) or special education staff to determine what setup (assembly with breakout groups, classroom by classroom, etc.) works best for everyone. If there is an autism support group in your area, see if its members would be willing to volunteer as presenters.

OAR has made peer education a priority for 2014 National Autism Awareness Month. To that end, OAR’s goal is to support district-wide initiatives in at least five states this April. Help by making your school community one of them!  Please call 703-243-9762 or e-mail programs@researchautism.org for more information.