Autism and community

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Communities offer children an opportunity to become involved in recreational activities and to develop relationships with others. For children with autism, community involvement at all ages is necessary to help facilitate social interaction and improve communication skill deficits.

Social skill difficulties for students with autism include the impairment of nonverbal behaviors including eye contact, facial expression and gestures. Students with autism often lack spontaneous enjoyment and sharing of interests with other people making it impossible to make age-appropriate relationships with peers. Communication difficulties of students with autism vary depending on the intellectual and social development of the child. Some children with autism may be nonverbal, whereas others may have extensive vocabularies and are able to talk about select topics in great detail. Despite the variation in communication, children with autism are unable to engage in interactive conversations on a variety of topics that are of interest to their peers (Holmes, 18).

Remediating these deficits requires intensive instruction. Often this instruction will need to take place in a one-to-one teaching environment. However, it is my belief that some part of a student's week should include typical peer interactions with an appropriate level of support. This may be take place in an inclusive classroom or may take place in the community. Involvement in the community offers a rich variety of experiences for students with autism. Community involvement may include trips to the library, swimming lessons, participating in sports, scouting clubs, music and art programs. Each opportunity to enter the community is a chance for a student with autism to learn functional skills by observing appropriate behaviors and typical peer interactions. Some of the skills learned while being engaged in community program/events may include how to navigate the community environment, interaction with peers, identifying and locating needed items, making transactions, adapting to new social situations, and coping with changing environmental stimuli ("Community Integration", n.d.).

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Not only do children with autism benefit for community participation. Benefits exist for community members, typical children, and educators who interact with the students. Acceptance of differences, diversity of friendships, and awareness of disabilities are among many of the benefits (Raschke & Bronson, 1). To this end, families of children with autism need to fully investigate as many options as possible for social interactions early on in their child's life. The first step is to identify the interests of their child. Parents may find it helpful to request this information from their child's teacher. From there, they should begin exploring the community for various programs that match their child's interests and begin to attend their meetings. Attending a meeting prior to enrolling a child allows family members to educate program directors and staff about their child's disability because they may not be familiar with the supports needed for involving students with disabilities.

REFERENCES

Autistic Services, Inc. (n.d.). Community integration. Retrieved August 0, 00 from http//www.autisticservices.com/programs/comm-integration.asp

Holmes, D. (18). Autism through the lifespan The eden model. Betheseda, MD Woodbine House.

Raschke, D., & Bronson, J. (1). Creative educators at work All children including those with disabilities can play traditional classroom games. Retrieved July 8, 00 from http//www.uni.edu/coe/inclusion/philosophy/benefits.html

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