Autism - How My Daughter and Her Experiences Aiding and Teaching Children With Autism Lift My Awareness

For the past several years, my daughter has been involved with caring for children afflicted with autism. She will fulfill student teaching and achieve her Masters Degree in Special Education in the spring of 2012. She is currently employed by an elementary school in assisting with the care of children with autism. Although she has a challenging role to fulfill, it reminds me to keep in perspective the ways I define challenging with my daily job role.

I do not know how much I would have focused on this condition if it had not been for my daughter's experiences. She has a gift to be involved with caring for these young minds who don't have the voices many, many other children do have. As such, I am proud of her motivation, patience, tolerance, and innate giving nature.

The word, "autism" was first used in the very early 1900s by a Swedish psyhiatrist named Eugen Bleuler who also coined the term of schizophrenia. Bleuler in his studies noticed the pattern of some patients who would withdraw from reality of surroundings and lived within themselves. Hence, developing the term of "autism" to describe escaping into an "inner life" away from "outer life." (Source: http://www.answers.com/topic/eugene-bleuler).

In the 1940s, researchers in our country associated the term with children who had social or emotional problems. During this same time frame, a German scientist by the name of Hans Asperger, came up with a condition named Asperger’s syndrome which was used to describe what he was observing with similar attributes. Up until the 1960s, a lot of researches were convinced there was a link between autism and schizophrenia and going into the 1970s, it's disturbing to read about the kinds of treatments were imposed. A different thought process began to occur then making a distinction by the next couple of decades. Researchers began implementing behavioral therapy and better and more controlled learning environments were established.

A commonality relative to all autism types is the inability to communicate effectively and to interact easily with others. There are some children like the first child my daughter took care of who are unable to communicate. He could, however, receive certain instructions which were probably learned due to repetition of language. Another symptom is a special interest in one object and it could be a light switch and wanting to repeatedly turn it off and on. There is also the symptom of specialization with information. The same boy described above, while he could not communicate, he could play computer games. He is now 18 and still has the mentality of a very, very young boy. Children with autism also have different reactions to certain types of sensations. These children also learn differently.

Within a group of conditions labeled pervasive development disorders or “PPD,” is the autism spectrum disorder or “ASD.” With the autism disorder, as indicated above, communication is affected both verbally and non-verbally as well as the ability to socially interact with others. The ability to learn how to communicate is delayed dramatically and their level of interest in any one specific object or piece of information is an obsessive trait. Specific behaviors involve repetition and symptoms are displayed before the age of 3.

When children are diagnosed with PDD-NOS (the latter meaning “not otherwise specified”), they have what is defined as atypical autism which doesn’t display symptoms which fall under ASD. Children with atypical autism might not display symptoms under this type until after they pass the age of 3 and such symptoms may not be as severe.

Children who display similar symptoms as ASD might actually have Asperger’s syndrome because they are showing levels of intelligence. These children are conflicted because even if they want to socially interact with others, they are unsure how to do so. They also have difficulty understanding emotion and lack the ability to decipher body language or facial expressions. All of these symptoms become more noticeable once they are in school.

Although autism seems to run in families, the main cause is not known. There is an agreement in the researching community, however, that causes are genetic. The treatment for autism is categorically defined: (1) behavior and communication therapy; (2) medical and dietary therapy; and (3) complementary therapy.

BEHAVIOR AND COMMUNICATION THERAPY—this is the main treatment for autism addressing behavior, communication skills, sensory and social skill development. All involved (parents, teachers, para-professionals, and medical staff) have to work together hand in hand to coordinate this type of therapy.

MEDICAL AND DIETARY THERAPY—an individual diagnosed as being autistic might be prescribed medication to assist with behavior therapy. The medication can treat the child’s anxiety level, problems relating to attention, being hyper or depressed. Allegedly, there is evidence that some patients have deficiencies with vitamins and minerals, but these deficiencies do not cause autism. That said, though, Vitamin B and magnesium are popular as supplements. There is also the belief that some food allergies can enhance a behavioral problem.

WHAT IS A COMPLEMENTARY THERAPY?—A complementary therapy could include riding a horse, swimming with a dolphin, being with animals, art or music for the purpose of increasing levels of learning and communication.

There are opinions by all involved with the care of an individual diagnosed with autism and obviously, many are passionate about finding a cure. While some reach for a cure, some don't believe there will ever be a cure. If this is the case, then the best solution is to find ways in helping families help their children live with this condition. The goal is to do everything possible to help improve the living experience for these children who are diagnosed with autism, including a support system for family members.

My daughter is building upon her experience by working in a classroom of autistic children under the guidance of a more experienced instructor and where there are two assistants per child. Some day, she will be assigned to her own classroom still building on her own personal observational experiences. This is an important area of support for families, but it's also very important for the life of the child. These children were born into a world with an affliction they did not beg for, so all of us involved with a family member or student who is autistic, should do our best to bring joy to their lives, a joy as we know it.