There is an epidemic of autism in this country. No one knows exactly what causes autism, no one knows for sure why the incidence has sky-rocketed and there is no cure. Over the past twenty-two years of teaching (my, I am old, aren't I), it has been a habit to ask on the first day about what types of disabilities the students have in the classrooms of the teachers we are training. If several teachers in the workshop have a child with a learning disability, or attention deficit disorder, then I would focus more of the discussion on those disabilities and places to find more resources to serve those children.
When I was in graduate school, in the 1980s, it was rare to have a teacher who had a child with autism in her classroom, unless he/she taught at a special school. Now, more often than not, at least of those attending each of our workshops will have a student or a relative with autism. My own personal experience is born out by the change in the rate of autism as noted by the Center for Disease Control, from 0.05% decades ago to a current estimate of about 0.67%. There has been some discussion about whether the increase in autism is really going up or we are just diagnosing it more often. This argument is far beyond our workshop, but my personal conclusion is that we are seeing a real increase. I have not read any papers that show that the number of children diagnosed as profoundly mentally retarded or with other labels has gone down, so I don't believe these children were simply put in another category in earlier times.
We highly recommend Michael Blastland's book, The only boy in the world. Although his book is focused primarily on the personal story of the author's son, Joe, many of the problems this father mentions are common to many children with autism and their families.
A major difference in people with autism in their ability to relate socially with other people. Much of what we consider 'natural' does not seem to come naturally at all to children with autism. Understanding this fact will decrease the problems with the child's behavior because it will make it possible for parents and other to prevent problems before they happen.
Most children are naturally attached to their parents. Very young children do not wander away, unless by accident. A young child who is frightened will 'naturally' run back to her caregiver. Of his son, Blastland says,
"Ever since he’s been able to get about, Joe has been drawn to the distant horizon, showing no fear ."
Speaking of fear, that is also something that we learn.
Among other incidents, the father mentions how his son was hit by a car at age eight years old, crossing a busy street. He had slipped out of the house when the rest of the family was sleeping and charged away, wearing only his underwear. Blastland says,
"The problem is that he doesn’t instinctively know what to be afraid of, and nor does anyone else. There’s nothing in our genes to tell us that unattended luggage is scary. Fear has to be in part socially constructed, it has to be learned; other people has to tell us to some extent what to be afraid of. That should be obvious enough, for unless we know what a fast moving car can do or what a gun is, why should we fear them?"
NEXT: Recommendations for children with autism