Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects how individuals respond to their environment in myriad ways. Due to ASD’s impact on sensory systems and communication, the topic of how to best educate autistic children has been thoroughly discussed. Historically the educational environment for children with autism has not been well refined and has often involved use of traditional classrooms with sparse accommodations for individual needs. This environment is far from ideal for the success of young children with autism. More recent developments from organizations such as the Ontario Autism Program and the Ontario Ministry of Education have opened the door for some essential improvements in supporting and educating autistic children (Government of Ontario, 2019). Progression has certainly been made in this area, as evident by many Canadian universities reporting that there are more individuals with autism attending university than ever before (Mannet and Stoddart, 2012). However, it is unquestionable that there is still much room for improvement. As we look towards the future, I believe increased training of educators, improving communication between educators and parents, and increasing focus on after-school programs will be essential in enriching the academic lives of children with autism.

 

Key #1 = Increased teacher training about ASD support 

 

There’s no question that the influence a teacher has on a child’s educational experience is immense. On autistic children this influence is magnified because teachers control the flow of classroom events. Thus, it makes sense that equipping our teachers with tools and strategies to better support the learning of autistic children will improve their educational outcomes. Fortunately, Ontario’s government has taken notice. The government invests one million dollars every year towards subsidizing teachers who desire qualifications for teaching students with communications needs (as is often seen in ASD). The government has increased investments for educator training opportunities, such as the Registered Behavior Technician course. Additionally, the government has highlighted the topic of supporting students with ASD during professional activity (PA) days (Government of Ontario, 2019). Such efforts will produce teachers that are more sensitive to the needs of autistic students, and are better equipped to ensure these students succeed in the classroom. Emphasis in this area will be essential to establishing a solid educational foundation for autistic children.

 

Key #2 = Improved communication between parents of children with ASD and educators

 

Many of us have felt the embarrassment of a teacher “airing-out” our classroom antics to our overly attentive parents during parent-teacher meetings. Despite this embarrassment we know events like this are very important; the connection between parents and educators is crucial to the success of any educational institution. This statement holds firm when focusing on parents of children with ASD and educators. Autism is a spectrum disorder, meaning every child will have specialized needs for their education that their parents will undoubtedly express concern over. To show parents that their child's education is valued, educators should be receptive to hearing and incorporating their concerns into the classroom. To address this, the Ontario Autism Program recently began online consultations and telephone town halls that aim to better inform the government on how they can support young students with autism (Government of Ontario, 2019). Such initiatives will allow for improved facilitation of concerns between parents and educators, and will be key to establishing better individualized education plans for children on the spectrum. 

 

Key #3 = Expansion of after-school programs 

 

Few after-school opportunities are tailored to the development of autistic children (Haney, 2012). This is unfortunate, as many parents of autistic children express the desire for increased access and improved quality of such beneficial programs (Haney, 2012). After-school programs provide a valuable opportunity for autistic children to interact with peers and enhance their communicative abilities. In the 2019-2020 school year, the ministry invested $6.1 million to pilot such programs in school boards around the province (Government of Ontario, 2019). Though this single initiative shows promise, continued support and development of these programs will be important if they are to be truly beneficial for children with ASD. It is not good enough to simply launch a program and not implement updated strategies, such as improved visual aids and proper structure/routine, that autistic children may need to thrive in an environment. While this is a positive development, Ontario’s government must continuously invest in these programs to ensure a successful impact.

 

Parting Thoughts 

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Many promising strides have been made to create better educational environments for autistic children. The Ontario government has been progressive in its focus on investing in autistic children’s educational success. Nevertheless, there is more work to be done. As attitudes about the disorder are modernized and the general population becomes better informed about the difficulties of young autistic students, it is imperative that we continue to strive for an improved academic experience. It is this education that will empower many of them to do amazing things in their lives.
 

 

References

 

Government of Ontario. (2019, April 2). Province Consulting with Parents on Enhancements to the

Ontario Autism Program. Retrieved November 22 2020, from https://news.ontario.ca/en/release/51765/province-consulting-with-parents-on-enhanceents-to-the-ontario-autism-program 

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Government of Ontario. (2019, April 2). Supporting Students with Autism Spectrum Disorder. Retrieved November

20 2020, from http://www.edu.gov.on.ca/eng/general/elemsec/speced/autism.html 

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Haney, Michelle. (2012). After School Care for Children on the Autism Spectrum. J Child Fam

Stud, 21, 466–473

 

Manett, Jason and Stoddart, Kevin. P. (2012). Thinking of Post-Secondary Education?

Considerations for individuals with Autism Spectrum Disorders and their families. Retrieved November 22 2020, from https://autismontario.novosolutions.net/default.asp?id=148&Lang=1&SID=