Children with autism left behind by education system

Social stigma, intolerance and ignorance are holding back the development of children on the autism spectrum, Autism NZ says.
With the government’s Review of Special Education underway, Autism NZ CEO Alison Molloy is calling for changes in teacher training and support to help children on the autism spectrum.
“Children with autism are being disadvantaged because many schools only see behavioural issues, and do not understand developmental differences, or have the strategies to improve the learning outcomes of these students,” says Ms Molloy.
“The government itself has acknowledged that schools may enrol children with special education needs but not deliver the outcomes that are needed. Inclusion is a nice ideal, but certainly not a reality for many families with children who have autism or Aspergers.
“An alarming number of parents are withdrawing their children from mainstream learning environments in favour of alternative schools and learning from home,” says Ms Molloy.
The autism spectrum encompasses a range of social and developmental differences (including Classic autism and Aspergers) which affects a child’s social and communication skills and development.
It is estimated that one in 100 children and 40,000 NZers are on the spectrum.
Molloy says many children, especially those with high-functioning autism or Aspergers, can achieve in a mainstream classroom if their teachers understand their behavioural triggers and how they learn best.
“These children often love detail and order, and need certainty to be comfortable with learning.
“Changes or transitions can be most unsettling and trigger behavioural issues. By understanding these triggers, the children have a better learning experience and teachers avoid having to manage the classroom consequences, which can be significant.
“Like all students, children with autism go to school to learn skills and prepare for life in the community. We’re urging their educators not to see autism as a disability, but as a different way of thinking and ‘being’.”