Autism - Effective Communication and Language in the Classroom

For many children with autistic perception, language learning and pragmatic communication in social contexts constitute an extremely difficult development challenge. The respective ability to speak is not always associated with the appropriate skills to deal successfully with linguistic resources and with the awareness of the different levels of communication in given situations. These children require a specially structured support and training.
Often, the multiple meaning of linguistic terms and the different utilization within variable social interactions can not be fully recognized and applied spontaneously.Moreover, as already stated, with many autistic students reception delays and interruptions repeatedly occur, which stop the respective communication and endanger the necessary reciprocity in social situations with regard to content and personal relationship.
The objectives of a language support class for students with autism are to support the readiness and capacity for communication, the connection with non-verbal communication, the acquisition of the speech and the promotion of speech stereotypes.
The communicative understanding by means of verbal and nonverbal signs is primarily facilitated by greatest possible directness in care, clarity of the semantic and syntactic structure, and by prompt-reinforcing feedback and reference.
The teacher should avoid the use of symbolic or metaphorical language, as the diverse structure of meaning of linguistic terms may not be familiar and therefore impede the understanding in the current social interaction.
When talking to the student it is rather essential to create a direct connection to the current communication situation and to concrete actions. Language is always linked to the concrete acts in situations. The same applies to learning instructions.
The reply of calls to action by the student must be patiently waited for. When repeats become necessary the teacher has to use the same words in the same sentence structure with the same linguistic articulation, as changes in the language may suggest changed contexts and goal of actions to the student.
In this context it is also important to ensure that all caregivers of the student use the same words given the same objects and situations.
The teaching of students with autism demands specific requirements with regards to the speech behavior of teachers and also to the teachers personality.
Speech happens with a calmly, slightly accented, stressed voice. A dramatizing and therewith symbolizing gesture and facial expression, as well as impulsive verbal utterances and a disturbance of the classroom routine must be avoided.
The affirming response to the student's behavior should always be visual, auditory, and gestural-mimic clearly accentuated. Thus the autistic student will be relieved from the complex task of constantly
re-organizing his or her goal orientation and distinguishing between important and unimportant.
Facilitated Communication (FC) is a newer communication method which is replacing or supplementing the phonetic language and that can be applied to people with autism.
Facilitated Communication does not allow for healing of the autistic developmental disorder and does not replace other proven special educational support options in the areas of perception, movement, language and social behavior.
FC creates a special physical proximity between students with autism and the teacher. Therefore, the promotional attention to the child is intense and fosters their targeted learning activities.


Autism - Effective Communication and Language in the Classroom