Kanner (1943) noted that a pattern of behaviour in a small group of young pupils seemed apparently inward-looking. Kanner termed this ‘early infantile autism’ after the Greek ‘autos’ (self). Separately, Asperger (1944), describing older pupils whose behaviour was in some ways similar to that noted by Kanner, also used the term ‘autistic’. ‘Asperger Syndrome’ is commonly used now to refer to a ‘form of autism used to describe people at the higher functioning end of the autistic spectrum’ (National Autistic Society, 2004).
Later, Wing and Gould (1979) identified a broader group of “autistic” pupils, about 15 in 10,000, showing a ‘triad of impairments’ in social interaction, communication and imagination. These pupils experience difficulties in both verbal and non-verbal communication, and in important aspects of their play activities:
- Social interaction (difficulty with social relationships, for example appearing aloof and indifferent to other people).
- Social communication (difficulty with verbal and non-verbal communication, for example not really understanding the meaning of gestures, facial expressions or tone of voice).
- Imagination (difficulty in both play and imagination, for example having a limited range of imaginative activities, possibly copied and pursued rigidly and repetitively).
In addition to this triad, repetitive behaviour patterns, special interests and a resistance to change in routine are notable features.
An example of one kind of specialist approach is Applied Behavioural Analysis (ABA), for example reducing identified tasks into discrete ‘teachable’ steps reinforcing appropriate behaviours associated with each step, and using highly structured intensive teaching strategies.
Another commonly used approach is ‘TEACCH’ (Treatment and Education of Autistic and Related Communication Handicapped Pupils) (TEACCH, 2003) in which parental involvement is seen as an important element.
It is very likely that you will meet pupils with autism at some time in your career in schools. The National Autistic Society in the UK (NAS) indicates that ‘autistic spectrum disorders (ASDs) are estimated to touch the lives of over 500,000 families throughout the UK’. In general, pupils with autistic spectrum disorder (ASD) often respond well to clear instructions, a visual approach, and a reduction in distraction (use of a ‘work station’). Pupils with ASD can have particular strengths and, sometimes, a wealth of specialist knowledge. If you have a pupil whose needs lie within the autistic spectrum in your class, you will need the benefit of the expertise of someone who is skilled in dealing with such pupils.