The aim of this study is to spread the awareness in the society and among the parents of the children with autism spectrum disorder about the ideal school and help them chose the school to meet their child’s requirements. This study addresses the critical issue of selecting the most suitable education method for children with autism spectrum disorder (ASD) and emphasizes the lifelong consequences they face when their needs are not met. The study has been carried out at Bhopal and the objective is to gain a deeper understanding of the challenges faced by parents in seeking information regarding appropriate education program for children with ASD. The study carried out in consultation with the counselling psychologist and special educators to evaluate various education options like regular schooling, special schooling, inclusive schooling, home schooling and self-tutoring techniques to enable parents for better decision making for their children.
Shreyam Ghoshal
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Background of the study
This study focusses on the challenges faced by the parents of children with autism spectrum disorders in the city of Bhopal, India when it comes to finding schools for their children. Autistic children need instructional support as they learn better with pictures and demonstrations instead of verbal instructions. These types of children rely on their sense of sight and depends on visual aids for their learning. The issue was highlighted while conducting study in an inclusive school, where parents shared their negative experiences and the lasting impact on their children. This triggered the need to address the problem parents are facing and assist them in determining the most suitable schooling option for their children.
Understanding autism spectrum disorder
Autism is a developmental disorder that impairs the ability of an individual to interact and communicate along with repetitive behaviour and restricted interest. Autism is a spectrum disorder, which means that any two autistic people will be very different from one another. Autism is a lifelong condition affecting an individual’s ability to function and is entirely dependent on the severity of the disorder. Most autistic people follow a set pattern in their daily lives and even minor changes can cause them a great deal of stress. Autism spectrum disorder (ASD) typically begins before the age of three to four but mostly diagnoses occur much later in adolescence or adulthood, resulting in a delay in starting treatment.
How autism affects learning of a child
Autism generally has direct impact on five major aspects of a child.
- Social Skills: Autism affects an individual’s ability to socialize or understand social cues, which creates a barrier in their learning making it difficult to interact with and learn from others.
- Speech and Language: Since delayed speech is one of the symptoms of autism, it can interfere with learning because they may be unable to communicate and follow instructions.
- Processing Information: Children with autism may take longer to process information than their peers.
- Sensory Processing: Sensory processing difficulties are common in children with autism. They may be hypersensitive to sensory stimuli such as noise, light, touch and so on, making it difficult for them to focus and learn in different kinds of settings.
- Anxiety: Children with autism experience more anxiety than other children making it difficult for them to participate in learning activities with other kids.
Autism schooling
The phrase “schooling for autistic kids” refers to educational programmes and techniques that are especially designed to consider the unique communication requirements, learning preferences and sensory sensitivity of people with autism spectrum disorders. Academics, communication and language development are often addressed in educational planning for students with ASD. There are various kinds of schools for autistic children such as regular schools, special schools, Inclusive schools and home schooling.
Regular school refers to a school where most of the children are neurotypical or have no special needs and where children with autism spectrum are admitted and have some resources to assist them in their learning journey. This type of education adheres to the regular educational board guidelines for their curriculum (for example ICSE, CBSE or State Board). In most cases, special education and therapies are not provided in this type of schooling in Bhopal.
Special schools are the schools that have been specifically built to meet the needs of students who have autism spectrum disorder (ASD). These schools usually have smaller class size, more specialized staff and a curriculum that is tailored to each student’s individual needs.
Inclusive schools are the schools who welcomes every type of student to attend classroom schooling in one place where every individual’s differences are valued and learning is accessible to all. In this type of schooling, children are educated with their peers without special needs but still focus is given on providing individualized attention to each individual and a safe environment for them to learn and grow.
Home schooling also known as home education or home-based learning, is an educational process in which parents or tutors educate their children at home rather than sending them to a public or private school. It is a type of education that takes place outside of the traditional school environment, giving parents control over their children’s education and allowing them to tailor it to their specific needs and learning styles. Parents have control over the curriculum in home schooling ensuring that it meets their child’s individual needs and interests. They can also provide their children with a safe and supportive learning environment.
What can be considered as an ideal school
The ideal school can be any type of school – regular, special, inclusive or home school that best meets the child’s educational needs. Autism spectrum children have special needs that must be met in order to make them learn. Because autism is a spectrum disorder, each child is unique. Therefore, just because one type of school works for one child does not imply that it will work for others. Finding the ideal school remains a challenge that needs to be overcome.
Key features for considering an ideal school for children with ASD
- Individualized attention: Children with autism spectrum disorder have distinct learning styles, necessitating personalized study plans tailored to their specific needs.
- Qualified personnel: Staff members should have specialised training and experience working with autistic children and should be capable of handling sensory overload situations.
- Sensory-conscious environment: To address the sensory challenges that many children face, an ideal school should create sensory-friendly classrooms by incorporating natural lighting and soothing colours.
- Recognising the difficulties these children face in social interactions, an ideal school should provide opportunities for social skills training to foster appropriate behaviours.
- Inclusive education: A perfect educational environment for autistic children should embrace inclusive education allowing them to learn alongside their neurotypical peers.
- Safe and supportive environment: A perfect school for autistic children would be a safe and supportive environment that promotes the well-being and development of autistic children. This includes making appropriate accommodations, interventions and support available to meet each children’s individual needs.
- Parent involvement: An ideal school for autistic children should involve parents in the educational process and provide opportunities for collaboration and communication. This can aid in keeping parents informed and involved in their child’s education and development.
- Safe and supportive setting: A safe and supportive environment would be prioritized in the best school for autistic children, ensuring each child’s holistic development through tailored accommodations, interventions, and support.
Study of an inclusive school
The study was conducted in Nidaan, one of the inclusive schools at Bhopal where majority of the children who were attending the school were autistic. This school had the facility to carry out observing the children in inclusive environment with regular peers as well as a special school with equipped therapy room. The objective was to understand the challenges parents faced while looking for a school for their child and whether the parents were aware of the educational opportunities in Bhopal.it was also seen if the parents were satisfied with their current education and if creating a guide would be helpful for the parents. The study was conducted by interviewing 15 parents from the school who chose to share their experience and participate in the study. Apart from recording participant observation, secondary data was also used from previous research papers regarding different schooling experiences for an autistic child. The personal interview with the parents and the special educators focussed on the problem parents had encountered while selecting an ideal school and lack of awareness among the parents regarding the schooling options.
An in-depth conversation exposed the diverse educational options available to children with autism spectrum disorder in Bhopal. Subsequently their perspectives were utilised to create an information guideline that would assist all relevant stakeholders in making more informed decisions while selecting a suitable education institution for their child. A notable constraint of this study was the size of the sample as many parents were not willing to share or discuss this issue.
The findings from this study showed the parents do not have the access to the information about their child’s situation at school, leaving them in a state of uncertainty about their child’s experiences and about the suitability of the chosen school. In addition, parents believed they lacked understanding of their child’s educational needs and how to assist them in overcoming learning obstacles. Another significant barrier observed was that the parent’s requirement to switch schools for their child several times in order to find an ideal educational environment.
Parent’s perspective on education options
During this study attempt was made to keep the parents’ perspective in this study in order to better understand their thought processes regarding their experiences, challenges, and expectations. Parents in this study emphasized the importance of understanding their perspectives when exploring their experiences, challenges and expectations regarding autism education. They observed that in their two-tier city, the availability of autism education is limited, often prompting them to consider relocating to larger urban areas for better educational opportunities for their children. For those unable to move, integrating their children into mainstream schools becomes a primary option due to a perceived lack of alternatives. This lack is attributed to limited awareness about special education resources in their city, including regular schools and counselling centers. Concerns arise around their children’s ability to adapt to such options and uncertainty about what’s best for them. The parents express a strong desire for a resource that can provide guidance on schooling options, believing it would have eased their journey and would be invaluable for other parents of autistic children as well. They believe that such a guide could prevent future traumas for both children and parents, underscoring its potential to greatly benefit the community.
Educator’s perspective on education options
This study included extensive consultations with special educators, psychologists and physiotherapists, who played a crucial role in autism education and their insights regarding their perspectives and proposed solutions were captured. A prominent issue emerged for parents in Bhopal was the lack of awareness. It was observed that in spite of the presence of well-equipped schools for children with autism, these options remain largely unknown to the public. Educators highlighted encountering numerous new parents daily who enrol their children without understanding their specific needs. The professionals emphasized the importance of comprehending the most suitable education for autistic children and its profound impact on their lives. They underlined that opting for a Special/Inclusive school is not only determined by the child’s preferences, but also by the fact that some might not perceive regular schools as the best fit for them. They also pointed out situations where home education or home schooling might be necessary if a child struggles to engage with the external environment. Therefore, it is crucial for parents to comprehend what their children needs in terms of quality education if the necessary information is provided to them.
Conclusion: Shifting emphasis – Flexible learning and holistic development
The main goal of providing a diverse range of schooling options for children with ASD was to promote flexible learning and holistic development. After reviewing the guidelines, we can determine which schooling options are best for our children rather than opting for traditional regular schooling or special schooling for children with Autism. The objective for educating a child is to make them learn and therefore we must choose the best environment that focuses on the child’s holistic development and helps them overcome their learning barriers. This study has focussed on exploring the critical world of determining the best school for children with autism spectrum disorder (ASD) in context to Bhopal. It was accepted that the right educational environment can have a significant impact on the developmental trajectory of children with ASD. This study also sought to bridge the information divide and provide meaningful insight by investigating challenges faced by the parents and the existing gaps in knowledge. It also emphasized the critical role of individualised attention, specialised training of staff, sensory-friendly environment and social skill development in creating an ideal schooling environment for children with autism spectrum disorder. These aspects promote holistic growth, self confidence and personal development in addition to academic advancement. The scope of this study extends beyond Bhopal as the findings can be projected to benefit parents in a variety of geographical locations. This contributes to the larger conversation about autism education by shedding light on the importance of tailored made education for children with ASD and advocating for inclusive and accommodative environments.
