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Joseph Bruwel S00290208 Autism Spectrum Disorder (ASD) Topic Report

In 2018 the Australian Bureau of Statistics reported that 0.08% of the Australian population had been
diagnosed with ASD, this was a 42.1% increase from the 2015 census data (ABS 2018). ASD is a
neurodivergent disorder and effects a person’s ability to relate to people in a “typical” way, people
with ASD have (varying degrees of) impaired social and communication skills (American
Psychological Association, 2022). ASD is an intellectual disability resulting from a difference in the
brain’s anatomy, ASD can be treated however, it cannot be cured. Anti-discrimination requires an
understanding of this disability and subsequently making appropriate adjustments so as to achieve
true acceptance and inclusion within schools and communities. In 1992 the Australian government
enshrined this in law and in the 74th meeting of the World Health Organisation (WHO) 2021 7
fundamental landmark resolutions to eliminate all forms of disability discrimination were adopted.
Unfortunately, when considering ASD much work is still to be done, this disability carries significant
risk factors and our understanding and implementation of protective factors to mitigate these risks is
lacking. ASD people currently experience significantly higher levels of discrimination, victimisation
and abuse than other disabled people.
Risk factors
ASD manifests itself in a lack of “theory of mind”. These individuals are deficient in both verbal and
nonverbal communication, have impaired ability to form reciprocal social interactions, sensory
hypersensitivity and can often have atypical/inappropriate emotional responses. (American
Psychological Association, 2022). Risk factors associated with ASD include: a heightened
dependency on others for safety and wellbeing, the propensity to form unhealthy, abusive friendships,
dangerously high levels of trust and an inability to effectively perceive, understand and communicate
the abuse (Pfeffer, 2014). As a result, people with ASD are more likely to experience criminal acts
(WHO 2012) and suffer depression and suicidal ideation (Harrell 2011). Pfeffer (2014) discusses at
length examples of discrimination and abuse within the school environment and references many
disturbing examples: one child was not allowed to travel on the school bus, another was the target of
constant bullying by students and staff. Pfeffer also addresses the negative sides of well-intentioned
strategies such as isolation, forced buddy mentoring, speaking for or over, and inappropriate low or
high expectations.
Protective factors (Macro)
Neurodivergence particularly ASD appears to play second fiddle to physical disabilities. The need for
informed, well-structured and timely staff and community education is paramount. While resources to
inform staff are available from sites like, Autism and Education in Australia, AMAZE, state and
territory staff portals, generic references to antidiscrimination in curricula, these are not mandated or
even prioritised. Beyond the classroom there are several specialist groups such as Autism Advisory &
Support services, Autism Early Starts, and ABA Link Early Intervention Services. However, these
services are centred around large community centres, (Sydney, Central Coast, Newcastle) and despite
the advent of internet/virtual communication platforms services are not readily available to all. I
believe itinerant peripatetic experts as part of the education system are needed. These specialists, as is
the case with health, could directly attend the schools and provide valuable assessment and tools.
Having looked through the tools available within NESA, DEC, CEO and NGS I have found many of
them idealistic, impractical, unrealistic, and lacking in explicit concrete detail resources. Terms like
differentiate, adjust, modify, include, empower, resource, are sprinkled throughout the documents.
However, without appropriate funding and education these can’t be achieved. In addition, these
resources assume a high level of experience, mentorship, and understanding of the issues, procedures
and processes. Clear concrete solutions are not provided. Simple resources like visual representations
of classroom designs within the constraints of the already built classrooms, Scaffolds for
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differentiation and clearly distilled intentions for learning, outcomes, skills and assessments could be
provided and would be very helpful. Once these resources are developed, they will prove helpful for
all disabilities not just ASD.
Protective Factors in the classroom.
Curriculum - Teachers will need a full and deep understanding of curriculum outcomes, they will
need to distil these down to their essence and fully understand the scope and sequence of these
learnings. This of course will enhance the outcomes of all students whether they be disabled, or highly
able (UNSW, 2022). Once this is achieved there will be space in the teaching to allow differentiated
learning environments. This does require the teacher to be empowered and brave enough to eliminate
the vagaries within the syllabus. Having looked at the national curriculum, most specifically that of
literacy and numeracy it is very clear that there are fundamental requirements needed. However, these
are somewhat lost in the state curriculums and the current trend to “bag out” NAPLAN seems to have
resulted in the baby being thrown out with the bathwater.
Assessments – As discussed forcefully by Hattie, assessments should assess that which has been
prioritised and explicitly taught, a minimum standard of success needed to progress should be set,
students should be given the opportunity to express their abilities in an individualised and appropriate
way (modified assessment format) and the ability to demonstrate excellence should be inherent in all
assessments and this information should inform future teaching. The idea that one size fits all, an
assessment is a one-off event, move on regardless of readiness is not acceptable. Education is not a
competition or a race.
Clear routines are advantageous for all students (Lillico 2017) a good routine results in productivity,
feelings of safety, assists classroom management and provides the foundations needed to identify,
sequence and scaffold learning. This works best when it is embraced by the whole school and should
start in ECE. As the student matures, they will develop the skills needed to be self-reliant,
accountable, effective learners.
Classroom Environment, Lillico (2000), Hattie (2011) and Thornburg (2004) speak clearly,
decisively and unanimously about appropriate learning environments. Quiet, ordered, pleasant
classroom environments optimise learning, zoned areas promote deeper understanding and
opportunities for collaborations and community. Some simplest recommendations are: LED lighting
rather than Neon (Lillico) they are inexpensive, fit existing classrooms and reduce hypersensitivity to
light. Seating plans (Lillico), the classroom is a safe learning environment it is not an extension of the
playground or a popularity competition, Zoned areas most specifically the cave environment for quiet
learning and the watering hole for teacher led discussion (Thornburg, 2004). Visual representations of
learning outcomes and sequences should be present in all classrooms (Hattie).
Policies.
Inclusive education and anti-discrimination are both international and national laws and must be
prioritised. Schools are expected to provide safe effective learning environments for all. All children
have the right to access education and reasonable adjustments must be made for them, all curricula
contain a life skills strand, this should be present in all programs and registers and available if needed
in all classrooms.
Bullying in November 2019 bulling became a criminal offence in Australia. Duty of care and
accountability is mandated within all Australian schools from the minister to the classroom teacher.
The development of safe peer and sibling mentorships can assist in stopping bullying, this should be
done through a peer support program which is thoroughly vetted and supervised by teaching staff who
have been educated to know what good mentorship is. As discussed by Pfeffer (2014) peer interaction
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can go bad quickly. Deliberate and effective adult supervision is a significant tool in combating
bullying within the school grounds and can extend to the outer community.
Proventative factors Private Initiatives
Virtual supervision particularly for ASD children, is being used widely in some states of America, in
these states it takes the form of a non removeable wrist band, like those used for Alzheimer’s patients.
In addition to this there are readily available smart phone apps that can provide direct communication
with community services, law enforcement and support people. These can be tailored to the specific
child in accordance with their degree of ASD, some are as simple as several picture ques that can be
tapped, and the information transferred to the appropriate person.
The use of service dogs has long been part of our society for sight impaired people, these dogs are
highly intelligent and able and they can be used very effectively with ASD people. They can provide
physical and emotional support and it has been found that these dogs can also be trained to gage
stranger danger and protect their owners.
Close relationship with law enforcement and youth liaison officers is essential. These people are
trained in people management and are often the first people to respond to emergencies, additionally if
they know and have an understanding of the people in their precinct with ASD they will better
manage the environment and be proactive.
Media
After considering the following AV presentations: Forest Gump, The Big Bang Theory, The Good
Doctor, You Can’t Ask That - episode 5 and several Sesame Street episode and associated materials
from the See Amazing in all Children project, I have chosen to exclude the first three, while I support
the diversity referenced in these three media presentations and the conversations that may follow their
viewing, I have chosen to exclude them on the grounds that they seem to represent autism in a
stereotypical, fascinating, and simple way rather than in a realistic multifaceted one. As a result, I
have chosen to examine the ABC presentation Autism You Can’t Ask That for the adults I would, as a
teacher, interact with, and Sesame Street’s presentation of Julie, for the students I would teach. These
are short, represent the voices of people with ASD, encourage conversation, challenge myths and
generalisations and are founded on academic research and lived experiences.
Sesame Street
Sesame Street’s Julia came onto the show in 2015, she is a four-year-old girl with Autism (gender
myth challenged) who is fully integrated into the mainstream Sesame Street world. Her character was
created through a collaboration between, parents, researchers, people with ASD and advocacy groups,
notably Autistic Self Advocacy Network and Autism Speaks. This character represents the
multifaceted sides of people with autism, and how neurotypical people can make simple adjustments
and adopt simple practices so as to not discriminate or exclude. Julia is a highly successful, diverse
and developing character, She was first introduced to audiences through the book Macy’s
Thanksgiving Day Parade, she then became the first new character in the team after a 10-year hiatus
and now she is represented through the multimedia platform Sesame Street in Communities and See
Amazing in All Children. The character Julie covers a multitude of representations from making
friends, inclusivity, obsessive behaviours, grief, assisted technologies, personal space and notably
emotional intelligence. Most significant to me is how this media platform debunked the myth that
having an autistic child is a life sentence with no joy. Sesame Street compellingly addresses the truths
of living with Autism, using the voices of real people, through episodes that respectfully allow the
“stakeholders” to speak: Nasaiah’s father speaks for him as he is nonverbal, sisters Jazlyn (neuro-
typical) and Yesenia (ASD) discuss family routines and management tactics , Louie (ASD) tells us
about his joy of playing with others, mum’s Tracey and Kate discuss the joy their ASD and neuro-
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typical children bring, and later the Sesame Street team, including Julia, join them and all singing
We’re all Amazing.
You Can’t Ask That ABC
The ABC You Can’t Ask That is an award-winning series that allows people with disabilities to speak
for themselves. This series covers a wide and diverse range of disabilities in a respectful, franc, honest
and inclusive way. The person with the disability is empowered and has a voice, the show is not
overly sanitised, and the questions come directly from the general public. On watching this episode, I
developed a greater understanding of the medical side of Autism being a differently wired brain,
information on how to understand, accept and manage antisocial behaviours. Most profoundly I
observe behaviours, like the repeated use of the word “fuck”, gross generalisations regarding “normal
people” and exaggerated communications that I would have normally reacted to in a dismissive and
puritanical way. Educating myself and the class on individuality, disabilities and the one size doesn’t
fit all approach will be a challenging but necessary one.
While the internet has opened the world to many, it’s lack of regulation is not being mitigated by
informed education. This is a very serious issue and one I as a teacher need to consider deeply. Given
the new Australian syllabi I believe there is a lot of opportunity to educate not only in PD but also in
all subject.
In conclusion, people with disabilities have rights and much work is needed if we are to live up to
the United Nations charters. It is important to develop an understanding of all disabilities. However,
I have come to realise that neurodivergent disabilities are often masked and dangerously
misunderstood, greater attention and effort is needed. The school has a significant impact on future
communities, and it is imperative that we, as teachers, prioritise both valuable academic outcomes
and the need to assist in the development of well-considered good citizens.
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References

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disorder

Applied Behaviour Analysis Programs Guide. (2022, March 18). 30 Book, Movie, and TV Characters

with Autism or Asperger’s. https://www.appliedbehavioranalysisprograms.com/30-best-book-

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Australian Broadcasting Commission [ABC]. (2020, January 1). You Can’t Ask That: Autism [Video].

ABC. https://iview.abc.net.au/video/LE1917H004S00

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Harrell, E. (2011). Crime Against Persons with Disabilities, 2008–2010 - Statistical Tables (No. 1).

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Hattie, J. (2011). Visible Learning for Teachers (1st ed., Vol. 1). Routledge.

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Thornburg, D. (2004). Campfires in Cyberspace (10th ed., Vol. 1). N/A.

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(2021). Census. Australian Bureau of Statistics. https://www.abs.gov.au/census