Autism Spectrum Disorders (ASD) and Its Impact on Learning

UNDERSTANDING AUTISM
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1.0 Introduction
Autism spectrum disorders (ASD) were officially identified in 1943 with their multifaceted nature being a source of interest for families, educators, and physicians alike. Wall (2004) notes that the etiology of ASDs remains a mystery but its manifestations are observed in children before they reach three years old in form of dysfunctions in language, communication, and interaction with others. Wing (1996) contends that the common behaviors observed in children with ASD include repetitive movements, unexpected responses to sensory stimulation, and compulsive behaviors, among others (Williams 1996). Consequently, ASD affects the cognitive and social development of a child owing to the atypical approach to doing things in their lives. Educators should be well informed about the benefits and drawbacks associated with ASD in the learning environment so that they can identify and minimize barriers that autistic pupil face in the classrooms.
2.0 The Positive Impact of ASD on Learning
In a classroom, the educator should note that some symptoms and characteristics associated with ASD confer learning strength to autistic pupils in traditional classrooms and curricula. Notably, many individuals with autism have heightened attention to detail, which can be beneficial when learning complex subjects or skills that require precision and accuracy. Bogdashina (2003) theorizes that individuals with autism process information differently than neurotypical individuals and may have a heightened sensitivity to certain stimuli, such as visual details, which leads them to pay more attention to small details. Therefore, an educator is likely to observe that autistic learners will be good at making sense of visual information as they tend to look at finer details rather than at the big picture. The approach might make them very good at subjects that involve the creation or analysis of complex visual models at the minute level of detail, for example in mathematics, engineering, art, or science. Regardless of the involved mechanism, ASD learners’ ability to focus on detail is a key strength possessed by autistic learners that teachers can leverage in classroom settings to enhance their inclusion.
Consequently, autistic pupils will tend to develop a strong interest in specific subjects that varies from one autistic pupil to another. The heightened attention to detail and the desire for structure and predictability engender an intense focus on a specific subject where they can experience a sense of familiarity and comfort. As an educator, one should look out for the areas of the learner's “special interest” and make intentional efforts to cultivate it. A review by Gunn and Delafield-Butt (2016) notes that a special interest in a specific subject is one of the key strengths in ASD pupils that leads to exceptional knowledge and expertise in a particular area. Encouraging and supporting these interests can have a positive impact on an individual's motivation, self-esteem, and overall well-being.
Further, educators should know that autistic learners have a strong memory and pattern recognition, which can be an asset in the learning process when it comes to memorizing facts, figures, and other information. Dawson, Mottron, and Gernsbacher (2008) note that autistic pupil process information differently than neurotypical individuals, and this difference in processing allows them to better encode and recall information. It has been suggested that some people with autism have an enhanced ability to recall details, particularly visual details, even years after the initial learning (Dawson, Mottron, and Gernsbacher 2008). The high pattern recognition in autistic pupils is usually attributed to their heightened ability to process and analyze visual information. Keen analysis of visual information makes it easier for autistic pupils to recognize patterns that connect unrelated pieces of information. Mukhopadhyay (2000) suggests that the ability to recognize patterns may be a coping mechanism for individuals with autism, who may struggle with processing and understanding social cues, emotions, and other aspects of the environment. Autistic pupils may have an advantage in learning certain subjects as they can leverage their strong memory and pattern recognition to enhance their academic performance.
Moreover, an educator should be aware that an autistic pupil will have a strong sense of independence. The sensory sensitivity, limited social interactions, and a high preference for routine mean that most autistic pupils will tend to develop a strong sense of independence from early on. Mukhopadhyay (2000) observes that the strong sense of independence in autistic pupils facilitates self-directed learning to the extent that the pupils can take control of their learning process and progress, especially in cases where the autistic learner is directed to pursue knowledge in their area of interest. Notably, the sense of independence in autistic learners is an asset as self-directed learning is an important component of lifelong learning that allows individuals to continuously acquire new knowledge and skills throughout their lives. The educator should be aware that the sense of independence in autistic learners is a source of strength.
3.0 Leveraging the Strengths of Autistic Pupils in Classroom Settings
In a traditional classroom setting, an educator needs to recognize the strength that stems from ASD and use it to facilitate the inclusion of autistic pupils and drive their academic achievement. A key classroom management approach that can leverage the autistic learner’s sense of independence is arranging the class in such a way that the autistic learners feel that they have their own space. Notably, the educator can create a more inclusive classroom for autistic learners by making sure that students are seated in rows as opposed to circular seating at large tables (Fani-Panagiota 2015). Such seating aligns with the autistic learner’s need for their own space. In addition, the educator should make sure that the classroom rules are clearly defined and regularly reviewed by every student. The classroom rules facilitate that sense of independence in autistic learners as they are aware of the behavioral expectations of their teacher.
In addition, teachers need to create individualized learning plans for autistic learners that focus on their areas of interest. The approach taken by an educator to include the specific area of interest in the learning plan can involve tailoring the curriculum to include the area of special interest through either inclusion of questions in the areas or exercises that encourage the autistic learner to research the area of interest using their preferred research methods (Gunn and Delafield-Butt 2016). For example, an autistic learner who has a significant interest in computers can be instructed to research a given class topic using the interest. Gunn and Delafield-Butt (2016) advise that teachers should consider using the learner’s specific area of interest as the foundation of interdisciplinary topics, with an individualized pla...