Are schools and the government doing enough to educate autistic children? Share your opinion in our poll.

Autism and education

Autism and education

“Are schools and the government doing enough to provide education for autistic children?”

This is a fairly complex question, and I have to say that all the staff in schools I’ve met over the years have been absolutely brilliant and totally committed to their students.

The overall strategies are not well-coordinated. Additionally, student offerings can vary from one place to another, and there is a lack of flexibility in some areas. I believe that improvements could be made.

But what do you think?

Please share your views using our poll below.


Autism and Education – Temple Grandin on “Educating Students Who Have Different Kinds of Minds.”

Temple Grandin on autism and education

Temple Grandin on autism and education

Temple Grandin on “Educating Students Who Have Different Kinds of Minds.”

Temple Grandin (Professor of Animal Science, Colorado State University) gives the Sunday keynote for the American Academy of Arts and Sciences’ Induction Weekend on “Educating Students Who Have Different Kinds of Minds.”

Certainly! Here’s the revised text:

“Temple Grandin on autism and education

Temple Grandin, Professor of Animal Science at Colorado State University, gives the Sunday keynote address for the American Academy of Arts and Sciences’ Induction Weekend on the topic of “Educating Students Who Have Different Kinds of Minds.”

Autism and Education – Please can you help my wife and I with a problem? Thanks

Autism and Education

Autism and Education

Yes, I know the theme of this week’s blogging about autism seems to be education.

But I can defend this on the grounds that John, our eight-year-old son, is still in education, so it is of great interest. But I really need your help and advice with a problem that has just arisen.

So firstly, a bit of background!

As we have mentioned before, our son attends ResourceBase, which is a halfway house between a specialist ASD school and a mainstream one. I’ve blogged about it in some detail here if you are interested.

As I have mentioned in previous blog posts, my wife and I are very pleased with John’s development at the Resourcebase. The numerous staff members are committed and caring. Above all, they are properly trained to do their jobs, and that training is ongoing.

Indeed, John has progressed rapidly in the nearly two years he has been at ResourseBase.

That being said, he still has some way to go before he reaches parity with his peers. There are a number of reasons for this, but most especially, there are his problems with handwriting, which in turn are caused by his many issues with fine motor skills. He does need some intensive work, in particular, in occupational therapy, to help him move forward.

So, his mother and I have suggested to the school that they keep him down a year next year so that he can cement the skills he has already learned and develop those he needs before it is time to move on to new challenges. He also needs to make up for lost therapy during his time in mainstream education.

The school’s reaction has not been positive so far. This is not really from the school but from the local government body that deals with education. For those of you who do not know, my family and I live in London, England.

There are a number of reasons stated, but mainly, it comes down to transitioning our son to other schools when he has finished his current stage. In the UK, this transition normally takes place at the age of 11. But we know from our own experience that it has been shared for autistic children to be “kept down a year,” in fact, with much success.

So why would we like your help?

Very simple.

Please share your thoughts on this problem in the comments section below.

In particular, we are interested in your views on the following questions.

a) Do you think keeping an autistic child “down a year” is a good or bad idea in principle?
b) Have you had any experience with this yourself? Please tell your story in the comments section below.
c) What happened when you child transitioned out of education or to a new level such as high school or university?
d) In general, when you disagreed with the proposals of your child’s education providers, how did that work out?

My wife and I would love to read your comments to help prepare a case to give our son the best education possible.

I really appreciate any help you can provide.

PS If you know of anyone who might be able to help with any of these questions please can you share this blog post with them. Thx.

Autistic people less likely to succumb to bystander effect, York University father-son research duo finds

Schulich School of Business and Faculty of Health researchers say that while as many as 90 per cent of autistic people are unemployed or underemployed, their study points to the benefits of having neurodivergent people in the workplace

A well-established psychological theory states that most of us are less likely to intervene in a bad situation if other people are present, and this ‘bystander effect’ also applies to workplace settings. However, new research led by York University shows that autistic people are less likely to be affected by this social contagion than neurotypical people. They are less likely to stay silent in the face of gross misconduct or even just everyday mistakes, pointing to the positive aspects of autism and how organizations can benefit from hiring more neurodivergent people, findings reveal.

“Our study shows that to the extent that they would act if they saw something wrong, autistic employees were much more likely to intervene, regardless of the number of people present. And in situations where they would not intervene, they were more likely to identify the influence of others as the reason, whereas neurotypical employees were more reluctant to acknowledge this,” says lead author Lorne Hartman, an instructor with the Schulich School of Business.

Lorne and his son Braxton Hartman, a graduate student in the Faculty of Health at York who was a collaborator on the study, were inspired to look into this issue not only from their academic experience, but also because of personal experience — Braxton is autistic and has been a public advocate on the issue since he was 12 years old.

“One of the motivations here is that a lot of the current literature on autism comes from a deficit mindset. It’s saying these differences in autism are exclusively negatives. We want to reframe that and ask, ‘What are ways that some of these differences could be an advantage rather than just a negative?’” says Braxton, whose research also focuses on autism. “One of the core areas that people tend to consider a deficit in autism is social interaction. We wanted to examine whether this is a positive to the extent that autistic people are less influenced by others when it comes to dysfunctional or unethical situations.”

Lorne has a background in clinical psychology and his main area of research looks at unethical behaviour in organizations.

“But most importantly, in all of these cases, there were hundreds, maybe thousands of people who may not have been involved in the wrongdoing, but they should have been aware that it was going on,” he says, summarizing his earlier research. “So having people around who are willing to blow the whistle, so to speak, is very important for organizations.”

The study was published this week in the October issue of Autism Research and created with collaborators from the University of Toronto. The research participants — employed individuals, 33 autistic and 34 neurotypical — were asked to weigh in on hypothetical scenarios involving everything from inefficiencies to inequalities to quality concerns.

While the results are preliminary and more research is needed, the researchers say their work has important practical implications, especially considering that the rates of unemployment and underemployment for autistic people may be as high as 90 per cent, and even if they have higher education, that statistic only drops to 70 per cent.

“We’re looking at this from two angles. One is looking at helping organizations be more ethical and efficient, but also, helping people like myself – people on the spectrum – find gainful employment by helping to change the societal understanding of autism,” concludes Braxton.

Genetic risks of autism and ADHD may be related to more screen time in children.

"Limiting children's screen time linked to better cognition," reports BBC News.
“Limiting children’s screen time linked to better cognition,” reports BBC News.

A team led by Nagoya University Graduate School of Medicine in Japan has investigated screen time in autistic and ADHD children. Screen time refers to a person’s time on a device with a screen, such as a smartphone, computer, television, or video game system. The researchers found that children with a genetic predisposition to autism were likelier to use screens for longer periods. Meanwhile, children with ADHD gradually increased their screen time as they grew older, even if their initial screen use time was short. They published their results in the journal Psychiatry Research

People are increasingly spending time looking at their digital devices’ screens. This is especially true for children with neurodevelopmental disorders who use screens for longer periods.  

Recognizing this issue, researchers from Nagoya University and Hamamatsu University examined 6.5 million polymorphisms in 437 children’s DNA to determine the genetic tendency to autism and ADHD. Next, they calculated a genetic risk index that considers the number and size of the effects of changes in genes associated with autism/ADHD. This is known as a “polygenic risk score”. The researchers then compared the amount of time spent using screen devices among a sample of children aged 18, 32, and 40 months.  

They found that children with a higher genetic susceptibility to autism used devices with screens longer (3 hours or 4+ hours a day) from early childhood. They also found that kids with a high genetic risk of ADHD gradually increased their screen time as they grew older.  

The lead researcher, Dr Nagahide Takahashi of Nagoya University, explained: “Overall, those with a genetic risk of autism were 1.5 times more likely to be in the group with about three hours of screen time per day, and 2.1 times more likely to be in the group with more than four hours of screen time.” 

“While long periods of screen time in childhood have been suggested to be a cause of autism/ADHD, the results of this study suggest that some people may have a genetic disposition to use screens because of autsm,” he said. “Screen time may be an early sign of autism , rather than a cause, as children with autismare often more attracted to objects than people. Physicians should know that it is not fair to conclude that prolonged screen time is a risk factor for the development of autism .”  

Takahashi also cautions against overexposing children with ADHD to device screens. “Our results suggest that children at risk of ADHD are at risk of having too much screen time, especially since gaming addiction is common. As screen time tends to be longer for children who are particularly susceptible to ADHD, parents and caregivers should be cautious about it and commit before it becomes a problem.” 

These results may also help parents devise better child-rearing strategies. “Parents of children with neurodevelopmental disorders may feel guilty or be criticized by others for allowing their children screen time,” Takahashi said. “However, we would recommend offering help to caregivers including offering alternative behavioral management strategies.”