World of Autism
Although today there is still a general mystery about the world and causes of autism, the recent spike in awareness and more diagnosis has lead to more research in the area. In the International Journal of Special Education, Parker and O'Brien reference the three areas that often lead to a diagnosis of the autism spectrum. The three include according to Helfin and Aliamo (2007) "deficitis in the areas of communication, socialization and interests or activities" (Parker and O'Brien, 2011). A person with autism is often described as someone who does not understand society's norms and is unable to communicate and understand a person's thoughts, feelings and emotions. Often times as Vacca (2007) points out in his article, also for the International Journal of Special Education, that although more children are being mainstreamed into general educational settings, there are still excluded from important literacy activities such as storytelling, play-acting, journaling and writing workshops (Kluth & Darmody-Latham, 2003) as cited in Vacca's article Autistic Children Can Be Taught to Read. The characteristics of the autism diagnosis also present additional learning challenges. According to Church et al. (2000) cited by Delano (2007), "organizational difficulties, inflexibility and literal thinking styles often impeded these students' academic process." It is the goal of this webpage to looking to the literacy methods and approaches that are being used or suggested as a way to specifically help students with literacy activities.
Several articles of research on this subject have expressed that information in teaching literacy or reading to children with autism has been limited. Although studies are being done, this area of research is very new and excited for teachers, parents and persons who have autism as now society is starting to understand more of the world of autism. As we learn more about how the world of autism works and functions, instructional methods and approaches are being crafted to meet this high-need field within education. As with any learning community, it is important to take into account a student's strengths and developmental levels. Through my research I have looked at the affects of play and visual methods of instruction as ways to help students with autism succeed in literacy-based activities.
Visual Thinkers
Temple Grandin, a major contributor in this area of research who is diagnosed with autism herself writes that children with autism are visual thinkers. The pages of this website reveal the approaches and adaptations to literacy activities that help students succeed in these areas due to their strong visual elements. From Grandin's work in 2002, Vacca cites her talking more in detail about the world of autistic thinking as visual more than lanuage based. "Thoughts are like videotapes running in their imagination. Pictures are their first language, and words are their second language (as cited in Vacca, 2007).
Connecting Through Play
Play is a powerful tool for early literacy and proven to be something that both psychologists and educational professionals have to keep in mind when working with children. Pamela Wolfberg brings the importance of play to the forefront of this research as an important and positive example of engaging students with autism into literacy activities through play. "Children with autism gravitate to repetitive play activity, ranging from manipulating objects and enacting elaborate routines to pursuing obsessive and narrowly focused interests" (Wolfberg, 1997).
Several articles of research on this subject have expressed that information in teaching literacy or reading to children with autism has been limited. Although studies are being done, this area of research is very new and excited for teachers, parents and persons who have autism as now society is starting to understand more of the world of autism. As we learn more about how the world of autism works and functions, instructional methods and approaches are being crafted to meet this high-need field within education. As with any learning community, it is important to take into account a student's strengths and developmental levels. Through my research I have looked at the affects of play and visual methods of instruction as ways to help students with autism succeed in literacy-based activities.
Visual Thinkers
Temple Grandin, a major contributor in this area of research who is diagnosed with autism herself writes that children with autism are visual thinkers. The pages of this website reveal the approaches and adaptations to literacy activities that help students succeed in these areas due to their strong visual elements. From Grandin's work in 2002, Vacca cites her talking more in detail about the world of autistic thinking as visual more than lanuage based. "Thoughts are like videotapes running in their imagination. Pictures are their first language, and words are their second language (as cited in Vacca, 2007).
Connecting Through Play
Play is a powerful tool for early literacy and proven to be something that both psychologists and educational professionals have to keep in mind when working with children. Pamela Wolfberg brings the importance of play to the forefront of this research as an important and positive example of engaging students with autism into literacy activities through play. "Children with autism gravitate to repetitive play activity, ranging from manipulating objects and enacting elaborate routines to pursuing obsessive and narrowly focused interests" (Wolfberg, 1997).