| Schooling is a difficult time for all, but it can be a very | | | | of your autistic child's life. And communication really |
| frustrating and lost time for parents of autistic children. | | | | comes into play when teaching your child at home. |
| In everyday school life a child without autism can find it | | | | There are certain things that will benefit your child very |
| difficult in relaying messages from parents to teachers | | | | much and doing these will help them develop the skills |
| and vice versa. Sending messages into the school can | | | | needed to have a good adult life. |
| be very trying indeed, but just imagine how difficult it | | | | If your child has High-Functioning Autism they may |
| can be for a child with autism. | | | | often use very repetitive words, questions and |
| You see, autistic children experience a varied list of | | | | statements. This is not a hard problem to overcome, |
| communication difficulties. These difficulties can | | | | but if dealt with wrongly it can cause a further barrage |
| definitely be overcome with some work but before | | | | of repetitive sequences. Do not argue back with your |
| you pile them all the tasks on your child you must | | | | child, or try to respond logically to what they are saying |
| make sure they have become fluent in using that skill | | | | as this will rarely get the desired response. |
| first. | | | | Your child will most likely be upset and needs to be |
| Little skills that you may find quite easy to do will pose | | | | calmed down in a way that helps them feel like they |
| certain problems for your child with autism. Your | | | | are in control. Control is vitally important for your |
| autistic child shouldn't be given tasks at first that they | | | | Autistic Child. I cannot stress this enough. You must |
| will have problems with: | | | | give up some control and let your child have it. |
| Your child shouldn't be put in the position of handing | | | | If this statement or question is ongoing, why don't you |
| important messages to their teacher.a. This can | | | | ask them to write down what they are saying? - This |
| include:i. Sick notesii. School eventsiii. Homework | | | | slows down the brain and will help them get control of |
| absencesiv. Medical problems, etc. | | | | the feeling that they are having. What you can do next |
| 2. A better way for both sides to deal with this is by | | | | is - to write down your reply to the question or |
| use of the phone.a. Always make sure you have a | | | | statement. Sometimes this will not work if your child |
| valid phone number so you can keep in contact, and | | | | has entered a bad zone, but what you might like to do |
| ensure that they have yours also. | | | | is actually write down what it is your child is saying, and |
| 3. This should also be adopted by your child's teacher: | | | | get them to write an answer to their own question. |
| 4. A good communication relationship between you | | | | But the main thing to take from this is that child autism |
| and the teacher is very important. | | | | has no set rules for recovery. The parent that has the |
| But communication between you and your autistic | | | | most flexible behaviour towards their autistic child will |
| child's teacher is not the only thing to keep in mind | | | | always get the best results. So give it a try and if one |
| when helping your child move forward. We must | | | | thing doesn't work, tweak it a bit and try something a |
| remember that communication covers so many areas | | | | little different. |