We all want children with pervasive developmental disorder (PDD) to be integrated in normal classes. For some of them, the integration goes rather well but not for all. Before being integrated in a group, the autistic person must understand himself and the group in which he will be integrated.
The neurotypical child
- The reality of the autistic person is different from that of a neurotypical person. When the neurotypical child starts schools, he can tell his teacher that he needs to go to the bathroom, that he is thirsty, hungry… All his basic needs are understood.
- He understands his environment because his parents explained verbally and gave him examples. If he does not understand something, he will ask a question to an adult or a friend.
- He understands quite well the course of a day. He is comfortable with instructions and feels concerned when the teacher speaks to the group.
- He processes his emotions well and can relate what is said to what he has to do.
- He understands that there are rules to follow in class, in school and in the playground. He knows that he can shout in the schoolyard but must be quiet in the halls and he knows that in class, he can talk, whisper or be quiet depending on the context.
- He knows how to make friends. The neurotypical child learns these concepts through social mimicking and generalization, without realizing it fully.
The child with ASD
It is a totally different reality for most children with ASD. Because they constantly function with information learned by heart and poorly classified, it generates an anxiety that they cannot always manage and that leads to inadequate behaviours often interpreted as rigidity or, worst even, opposition. Before the child manages to control himself, we must first work with the reasons of his behaviours.
- At first we must help the autistic child understand what goes on in his body, decrypt it and respond adequately.
- Afterwards, we must help him understand his environment, to be capable of locating himself in space by giving him tools and by placing visual landmarks. Disturbing elements such as noise, movement, lighting, lack of space, excessive verbalization, etc. have a considerable impact on his capacity to learn.
- We must teach him the significance of anything that can happen in school such as: the bell, interphone, fire alarm…
- We must also explain the changes that he could perceive like the new glasses, the new haircut or even the new perfume of his teacher. The multiple changes that can occur like changing teachers, places, decoration, transitions, a new stain on the floor, must be explained because he cannot understand by himself and it is an important anxiety factor.
It is important for people around him to understand the functioning of autistic children. It is easy to miss a message he sends, to react improperly and to cause a lot of damage, even with the best of intentions.
Ordinary classes, even if healthy for some ASD children, often cause intolerable stress for those who are not ready, even when supported. The anxiety experienced by these children causes a blockage on their scheme of thought and becomes an important factor of regression. The child is constantly distressed.