Autism Teacher Quotes

Teachers who work with autistic children need to understand associative thought patterns.

Teachers should be made aware of visual stress symptoms and the potential difference coloured lights, overlays and lenses could make to a learners perception.

In a world now so obsessed with speed, we teachers must step back and learn to wait.

Autistic thinking is always detailed and specific. Teachers and parents need to help both children and adults with autism take all the little details they have in their head and put them into categories to form concepts and promote generalization.

To summarize this chapter, parents and teachers need to “stretch” individuals on the autism spectrum. They need to be stretched just outside their comfort zone for them to develop.

Then the dreaded words, Your child has autism. These words echo in their heads like a freight train blasting through their hopes and dreams.

I go to all the appointments. All the meetings. I sit with the team of inclusion teachers, occupational therapists, doctors, social workers, remedial teachers, and the cab driver that gets him from appointment to appointment, and I push for everything that can be done for my autistic boy. But I will never have a plan that will fix him. Noah is not something to be fixed. And our life will never be normal. And people always say, oh well what’s normal, there’s no such thing really, and I say — sure there is…there’s a spectrum… and there’s lots and lots of possibilities within that spectrum, and trust me buddy, ducks on the moon ain’t one of them….but …. In this abnormal life, I get to live with a pirate, and a bird fancier, and an ogre, and a hedgehog, and many many superheroes, and aliens and monsters — and an angel. I get to go to infinity and beyond.

Go to every IEP with a plan of your own. Be the expert. Teachers and therapists know general information only. You, on the other-hand, know the specifics about your child – you are your child’s only real expert. Pop in unexpectedly to observe. Keep educators on their toes. Be kind and push gently. If needed, push hard.

I have always gravitated towards children and teaching. I am now a special needs teacher working with children with Autism and it is very fulfilling for me.

was always pointing out everyone’s mistakes, including any words that teachers spelled wrong on the whiteboard.

Almost every neurodiverse person I’ve spoken to has been deemed “lazy” numerous times by exasperated parents, teachers, and friends.

I was always pointing out everyone’s mistakes, including any words that teachers spelled wrong on the whiteboard.

You have a healthy baby boy! The words ring like church bells in the ears of new parents.

Among people who have autism and speech challenges, I think there will always be individuals whose “verbal blocks” come from the same place as mine. They too, I believe, can unlock language by referencing common points between memory scenes and the moment they’re in. This might take a great deal of practice, but their family, helpers and teachers mustn’t give up on them. The person with special needs will sense that resignation, lose their motivation and stop trying to speak. This can erode even their will to live. Believe me. Communication is the person, to a major degree. Please don’t be the first to walk away.

I never could fit in with other kids, but I could impress teachers with my grasp of big words and my sophisticated-sounding opinions. Though my language was highly developed, my social and emotional life was not. I annoyed other kids by talking too much about subjects that didn’t interest them. I clung to adults who found me “impressive” and equated being well-behaved with being mature and worthy of their respect

There is no egg in egg plant, neither apple nor pine in pineapple. A guinea pig is neither from Guinea nor is it a pig. If the plural of tooth is teeth, why isn’t the plural of booth beeth? One goose, two geese. So one moose, two meese? If teachers taught, why haven’t preachers praught? We have noses that run and feet that smell. How can a slim chance and a fat chance be the same, while a wise man and a wise guy are opposites?

The teacher must at all costs be calm and collected and must remain in control. He should give his instructions in a cool and objective manner, without being intrusive. A lesson with such a child may look easy and appear to run along in a calm, self-evident manner. It may even seem that the child is simply allowed to get away with everything, any teaching being merely incidental. Nothing could be further from the truth. In reality, the guidance of these children requires a high degree of effort and concentration.

In her book Asperger Syndrome and Adolescence: Practical Solutions for School Success, Brenda Smith Myles identifies six areas of difficulty for adolescents with Asperger’s: • Lack of understanding that nonverbal cues express meaning and attitudes. Teens miss out on many social opportunities because they don’t understand that a smile and glances from another person could mean they like him, or that teachers give a “look” that is a warning and should be interpreted as meaning to calm down and get to work. • Problems with using language to initiate or maintain a conversation. AS teens will often start a conversation with a comment that seems irrelevant, or may walk up to a group of teens and want to join in, but does not because he doesn’t know how or when to join in. • Tendency to interpret words or phrases concretely. AS teens often only understand the literal meanings of words and phrases and not expressions such as “You’re pulling my leg” and “Pull yourself together.” Or, as in the example from Luke Jackson’s book quoted earlier, they will do exactly as told and will not understand the implied statement, which leads teachers to think the teen is a smart aleck. • Difficulty understanding that other people’s perspective in conversation need to be considered. This can lead to one-sided monologues, because the AS student is talking about his area of interest and is not monitoring whether or not the listener is interested. • Failure to understand the unspoken rules of the hidden curriculum or a set of rules everyone knows, but that has not been specifically taught. Things that are important to teens, such as how to dress, what to say to whom, how to act, and how to know the difference between gentle teasing and bullying. • Lack of awareness that what you say to a person in one conversation may influence how that individual relates to you in the future. A teen may make a candid remark to another teen, not realizing it was hurtful, and may be puzzled by the person’s lack of response later that day.

He pounded his fist on the table. “If this helps Nina, then everyone in the school will honor and respect that.” Some at the table doubted the music teacher would cooperate. “It’s not her decision,” the principal responded. “This is a school decision. We support every student at the level they need to be supported to be successful.” That was a principal who “got It,

. Though Autistic people are stereotyped as lacking empathy, it’s frequently non-Autistic teachers and caregivers of Autistic children who fail to reflect on their interior experience, and the motives and feelings that make their behavior make sense. A noncompliant child may be stressful to raise, but if you want your kid to become a strong, healthy person with the power to self-advocate, it’s crucial they know how to stand up for themselves and say “no.” Here are some of the old, stigmatizing labels of “spirited” children that Kurcinka set out to challenge, and the more positive alternatives she recommended:

People like me can live entire lives wondering why everything is so hard for us. Doctors, teachers and mental health professionals are still routinely unable to spot our autism, and their knowledge is often agonisingly out of date. The invisibility endures. My book, sadly, is very much of the moment.

I built long tables of every space launch, Russian and American, of every probe and lander, manned or unmanned. I knew them all by heart and my teacher, Mrs. Harvey, asked me to write special reports on the subject that kept me engaged in a way that the standard curriculum simply could not. Not every teacher was so accommodating.  One year, the solution for keeping me engaged was effectively to move me ahead by one grade. Then, to “correct” for this unauthorized advancement when discovered a few years later, I was then forced to repeat sixth grade over. In my mind, this felt the same as being unfairly demoted an entire grade, and that left a bad taste that soured me on school and homework for many years to come. I’ve always been willing to work exceptionally hard at any chance to move ahead, but deeply resent setbacks not of my own making.

It is often useful to ask another person to come along to meetings at the school as it can be difficult to listen to what is being said as well as to think of the questions you might want to ask. Another person can remind you of what you wanted to get from the meeting. Lucia Santi, head teacher at The Grove, an autism school in Wood Green, north London, and parent of an autistic ten-year-old girl: ‘I’ve lived with autism every day for ten years and worked with it for 20 years.

You'd have to ask Leyla if you want to know more. She's a psychologist. One of a dozen on board. We don't just want our passengers to survive—we want them to be OK. We're dealing with a lot of trauma. So if you ever need to talk..." "I'll pass." "Bad experiences?" "Sort of." "What happened?" I shrug. "It took a long time to diagnose me." "From what I understand, autistic girls often don't run into trouble until a later age." I bark out a laugh. Oh, I ran into trouble, all right. I barely said a word between the ages of four and six. I hit three of my preschool and grade school teachers. In a class photo taken when I was seven, my face is covered in scratches from when I latched onto a particularly bad stim. Therapists and teachers labelled me as bipolar, as psychotic, as having oppositional defiant disorder, as intellectually disabled, and as just straight-up difficult, the same way Els did. One said all I needed was structure and a gluten-free diet. When I was nine, a therapist suggested I might be autistic, at which point I had already started to learn what set me off and how to mimic people; within two years, I was coping well enough to almost-but-not-quite blend in with my classmates. It's funny when people like Els have no idea anything is off about me, given that my parents spend half my childhood worrying I'd end up institutionalized. At the time, I thought the diagnosis was delayed because I was bad at being autistic, just like I was bad at everything else; it took me years to realize that since I wasn't only Black, but a Black girl, it's like the DSM shrank to a handful of options, and many psychologists were loath to even consider them.

I jerk my shoulder back. "Stop trying to touch me." "I only want—" "I'm autistic. Stop it." The words fly out. Immediately, I wish I could take them back. I don't want to be like Mom, pushing my limits into everyone's faces and demanding sympathy. I don't want them to be like Mom, either, telling me it's OK or how sorry they are for me. "Oh." Els takes a backward step into her office. "Damn. Of course you are. I should've seen that." I stare at the ground. "I'm sorry," I try one more time. "I never thought about it. I just thought you were..." Mulish. Antisocial. Disrespectful. Difficult is what she's thinking, just like a dozen teachers and psychologists before her. Just another maladjusted Black girl from the Bijlmer.

Harro could not only perform complex mathematical operations in his head, he was an avid reader who had a vivid and original way of talking about things. Asked to compare the words fly and butterfly, he launched into an etymological reverie: “The butterfly is colorful and the fly is black. The butterfly has big wings so that two flies could go underneath one wing. But the fly is much more skillful and can walk up the slippery glass and up the wall . . . The microscope explains how the fly can walk up the wall: just yesterday I saw it has teeny weeny claws on the feet and at the ends tiny little hooks.” But Harro was failing in school, because he was very disruptive in class, like Fritz. He would crawl around on all fours and announce that a lesson was “far too stupid” for him. He rarely did his homework, and if a teacher gave him a makeup assignment, he would sneer, “I wouldn’t dream of doing this.” He spent his days immersed in the books he loved, a stranger to the children around him.

On the flip side, an Autistic person who has repeatedly been told they are selfish and robotic might instead wear a mask of helpful friendliness, and become a compulsive people-pleaser or teacher’s pet.

Many neurodiverse people suffer from Autistic inertia.[24] The same heightened focus that makes us so good at studying our special interests for hours also makes it challenging for us to get off the couch and attend to the overflowing trash. To an external, neurotypical observer, it doesn’t look like we’re struggling. It just looks like we’re being “lazy.” Almost every neurodiverse person I’ve spoken to has been deemed “lazy” numerous times by exasperated parents, teachers, and friends. People see us sitting frozen, incapable of taking action, and assume it’s because we don’t care or lack willpower.[25] Then they admonish us for being apathetic and unreliable, which leaves us feeling even more paralyzed by anxiety.

I was no longer making an effort at school. I didn’t decide to become lazy on a whim born of a bad attitude, I was tired. I was tired of all my earnest and concentrated scholastic efforts being met with not just dwindling grades, but also my teachers’ lowering estimation of me. My report cards were almost exclusively filled with sentiments like, ‘Hannah does not apply herself’, or ‘Hannah is falling well short of her potential’, sometimes the sentiments were more bluntly expressed. ‘Hannah is lazy’, or ‘had a bad attitude’. Sometimes they were contained within genuinely insightful observations and far more interesting language, ‘Hannah’s participation in class is spasmodic’, or, ‘Hannah brings a rather ethereal presence to class discussions’. The truth is none of my teachers seemed to notice how hard I was trying. Instead they would invariably conclude that laziness, mine, was the root cause of the ever-widening gap between my perceived intelligence, and my poor results. None of my teachers were inclined to wonder if it was their teaching methods that were falling short

He begins to pull the photos, one by one, from their slots. “My best friends,” he says softly. “My partner. Our daughter. My favorite teacher. The neighbor who took me in and gave me home cooked meals when classes got too much. There’s nothing more terrifying than letting your starving heart be loved, and that’s why they’re the heaviest weight I carry.

The teacher picks a science issue that has political traction at the time, such as climate disruption, vaccines and autism, GM food or the like, and phrases it as an antiscience proposition that students will argue for, using rhetorical arguments, or argue against, using scientific arguments. The trick is that the teacher does not determine who will argue for or against the motion until the day of the debate, by a coin toss. This way, all students have to research both sides of the debate. In so doing, they quickly learn the difference between the knowledge-based scientific arguments against the antiscience proposition, and the non-scientific, emotionally persuasive rhetorical arguments in favor.

C18: A child is autistic or has Asperger's syndrome. Should we use one language only with the child? Children diagnosed with a specific autism spectrum disorder have a greater or lesser degree of impairment in language and communication skills, as well as repetitive or restrictive patterns of thought and behaviour, with delays in social and emotional development. Such children use language in restricted ways, expecting much consistency in language and communication, and are less likely to learn through language. However, such children may experience the social and cultural benefits of bilingualism when living in a dual language environment. For example, such children may understand and speak two languages of the local community at their own level. Like many parents of children with language impairment, bilingualism was frequently blamed by teachers and other professionals for the early signs of Asperger's, and a move to monolingualism was frequently regarded as an essential relief from the challenges. There is almost no research on autism and bilingualism or on Asperger's syndrome and bilingualism. However, a study by Susan Rubinyi of her son, who has Asperger's syndrome, provides insights. Someone with the challenge of Asperger's also has gifts and exceptional talents, including in language. Her son, Ben, became bilingual in English and French using the one parent–one language approach (OPOL). Susan Rubinyi sees definite advantages for a child who has challenges with flexibility and understanding the existence of different perspectives. Merely the fact that there are two different ways to describe the same object or concept in each language, enlarges the perception of the possible. Since a bilingual learns culture as well as language, the child sees alternative ways of approaching multiple areas of life (eating, recreation, transportation etc.) (p. 20). She argues that, because of bilingualism, her son's brain had a chance to partly rewire itself even before Asperger's syndrome became obvious. Also, the intense focus of Asperger's meant that Ben absorbed vocabulary at a very fast rate, with almost perfect native speaker intonation. Further Reading: Rubinyi, S. (2006) Natural Genius: The Gifts of Asperger's Syndrome . Philadelphia & London: Jessica Kingsley Publishers.

She unwinds her scarf, taking so long about it that I wonder if she expects me to respond. “You were following the rules,” I offer after a minute. It makes her words no more pleasant. Resentment. Was that how she’d looked at me? Then how am I supposed to trust how she looks at me now? My words elicit a thankful smile. “Mostly, though, I knew you could do the job. Did you ever know other autistic people?” I shake my head. I’d heard rumors about one teacher, but never asked him. Mom had encouraged me to find a local support group, but I’d never seen the appeal—or the need. It wouldn’t change anything. I had friends, anyway. Peopleonline, my fellow volunteers at the Way Station. I even got along with Iris’s friends. “Well, I did, and I feel like a fool for never recognizing your autism. I had autistic colleagues at the university. They were accommodated, and they thrived. One researcher came in earlier than everyone else and would stay the longest. I saw the same strengths in you once I knew to look for them. You’re punctual, you’re precise, you’re trustworthy. When you don’t know something, you either figure it out or you ask, and either way, you get it right. I wanted to give you the same chance my colleagues had, and that other Nassau passengers got. One of the doctors is autistic—did you know?” Els silences an incoming call. “Does that answer your question?

A popular Internet essay notes: “There is no egg in egg plant, neither apple nor pine in pineapple. A guinea pig is neither from Guinea nor is it a pig. If the plural of tooth is teeth, why isn’t the plural of booth beeth? One goose, two geese. So one moose, two meese? If teachers taught, why haven’t preachers praught? We have noses that run and feet that smell. How can a slim chance and a fat chance be the same, while a wise man and a wise guy are opposites?

We give up on ourselves. Our homes. Find ourselves cut off from family support. Many of us quit school and accept employment that is neither financially nor intellectually commensurate with our abilities. There is deep shame in knowing so very much about so very much, bursting with complicated, nuanced things … and constantly falling short anyway. To our parents, teachers, friends, spouses, and employers, we are confounding disappointments. To ourselves, we are fearful frauds, sure that our ineptitude is as obvious to others as to ourselves.

Since I begin writing and reporting about autism, I have met with people who weren’t afforded the same chances. Their educators doubted their need for accommodations. Their parents mourned their condition and subscribed to toxic tropes. They couldn’t find work because employers were unaccepting. But none of that reflects who they are; it’s a reflection of a world that penalizes them for not playing by its rules. This book is a message from autistic people to help their parents, friends, teachers, doctors, and researchers see a side about autism that they may not have previously considered. It’s also my love letter to autistic people, I will see that we’ve been forced to navigate the world where all the road signs are written in another language.

One of the biggest scams going in government today is one presented and perpetuated by our school systems on the populace. I can say this because, having done my teacher training in various school districts, and having advocated for autistic students since my teacher training days, I have witnessed this scam being pulled on unsuspecting kids -and their parents and caregivers- many times. What

You know, there are certain disabilities that make social skills a problem. Autism is one of them. Erik needs to be taught how to make eye contact, and what to say in a conversation with other teachers or students.

I’ll never forget a story I heard years ago about a whirling dervish of a girl with ADHD, nine years old. Her teacher proposed a deal, a reward for meeting a behavioral goal. If the girl could “be good” for three weeks, the teacher would buy her an ice cream cone. The girl reported to her therapist: “Is she kidding? I can’t ‘be good’ for three hours, let alone three weeks. And besides, I don’t like ice cream.

The goal: unrealistic, out of reach. Guidance offered to help in accomplishing the goal: none. The reward: irrelevant, and nowhere near equal in value to the effort required. Here’s a scenario more constructive times six: Teacher and student (1) meet one-on-one and (2) discuss and agree to (3) a specific, (4) short-range goal (5) that is achievable and (6) has a meaningful motivator as a reward.