Autism

Students with Autism are learners with diverse and sometimes significant needs. I find myself supporting, and advising on decisions concerning learners with the full range of difficulties and disabilities. I am concerned about the development of literacy skills of children and young people whose progress in these domains is often compromised. Can literacy teaching change in order to promote the meaningful participation in our society, of all people with Autism?
Following the Rose Review (Rose, 2006), the teaching of phonics has assumed renewed importance with its recommendations to use a synthetic phonics approach. Is this the key to independent reading? Maybe not if some or all of the skills and knowledge involved in using phonics to extract meaning from printed or written symbols could be compromised in learners with SLD, including pupils with Autism. Some children, especially those with very limited language or communication skills, may not gain any benefits from phonic activities. What about the functional aspect of literacy? Initial letter recognition might help those students to become independent shoppers so there could be merit in teaching some phonics to all children. Or, is this just teachers hanging on to the traditional methods of literacy teaching?
We need to find a balance for the benefit of our students and I have used ideas for activities from courses aimed at training in PECS (Picture Exchange Communication System) and TEACCH (Treatment and Education of Autistic and related handicapped CHildren). We must promote emerging skills to ensure progression towards the knowledge, skills and competences that are crucial for acquiring the basics of reading, writing and numeracy. Let's keep going in encouraging our students so they can be the best they can, now.