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| Answers for the autistic
A special programme to integrate autistic kids into the classroom is
just the beginning for Dr ... Tue 12 Mar 2002
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Story by CHOMPOO TRAKULLERTSATHIEN Pictures by SOMKID CHAIJITVANIT
When Asst Prof Daranee Utairatanakit began a programme for autistic
children at Kasetsart University Demonstration School a decade ago, it
opened up a whole new world both for her and her students _ and many others
along the way too.
Locked in the world of autism, these kids do strange things such as
repeating the same word or asking the same question 30 times a day,
performing repetitive body movements, reversing the syntax in sentences, or
showing unusual attachment to certain objects. They also tend to avoid eye
contact and rarely smile.
Although there were only five children under her supervision when the
programme began, she was overwhelmed by their problems; it seemed all they
wanted to do in her class was cry, scream, run wild, lie down on the floor,
knock over tables, or mess up the room by shredding paper.
Exhausted and discouraged, Daranee almost gave up. ``Sometimes when I'd
approach a girl to help, she would suddenly hit me. She didn't mean to do it
but she couldn't control herself,'' recalled this teacher and psychologist.
``Back then, all I was really hoping for was to be able to help them
complete the period of compulsory education.''
Twelve years have since gone by.
One of Daranee's ``special students'' is now an outstanding sportsman,
another's a talented painter, a third is a pianist, and yet another is an
``amateur'' historian who has a versatile grasp of matters of history and
knows a bit about archaeology too.
In addition, armed with grade-point averages ranging from 2.00 to 3.50, some
of these kids will graduate from secondary school in a few months' time, and
are currently preparing for university entrance exams.
``I consider them to be geniuses of a different kind. If we help them
develop their potential appropriately, they can turn out to be really
special.''
Daranee is the director of Kasetsart University Demonstration School's
Educational Research Centre for Children with Special Needs, a joint project
with Yuwaprasart Hospital. Prior to that she worked at a kindergarten in the
United States for several years before returning to work in Thailand.
Autism, she defines as a development disorder that can be diagnosed during
the first three years of a child's life. It affects the normal development
of social and communication skills. The main features of autism include
impaired social interaction, cognitive abnormalities, impaired verbal and
non-verbal communication, and restricted and/or repetitive patterns of
behaviour.
``Most have difficulties with verbal and non-verbal communication,'' she
explained. ``Some are aggressive with others or even with themselves. They
experience unusual distress if their routine changes. Some are sensitive to
certain sights, sounds, tactile sensations, smells and tastes. Others are
withdrawn, solitary and lacking in empathy. Most interestingly, they can
have extraordinary talents if they are treated appropriately,'' she said.
The exact cause of these abnormalities remains unknown, though there is much
active research being done into the topic. According to recent reports, the
number of autistic children is on the rise, and it's not clear why. In the
next decade, she said, autistic individuals will most likely be the largest
group among children with disabilities.
``A decade ago, five to 15 individuals per 10,000 were diagnosed with
autism. Today, it ranges from 40 to 70 per 10,000. Sadly, there are as yet
no preventive measures,'' said Daranee, adding that the onset of autism has
nothing to do with family income, education levels or lifestyle.
Twelve years ago, Daranee returned home with a doctorate in psychology and a
strong determination to help kids with special needs. She launched a project
to integrate autistic children into a normal school setting after learning
that many of them were being treated at Yuwaprasart Hospital. She persuaded
the hospital to enrol young autistic individuals, seven and eight years of
age, in a special class she'd set up at Kasetsart University Demonstration
School.
With help from another teacher, Daranee observed the children's behaviour,
hoping to learn their likes and dislikes and come to know them as
individuals, and to eventually penetrate their special world.
But parents of some ``normal'' students were not at all pleased that a
programme like this had been launched at the school. ``What are you doing?''
some asked angrily. ``You are disgracing the school's reputation by allowing
these disabled children to learn with our kids. You're making a big
mistake!''
The complaints became harsher and more frequent when children in her
programme reached the Prathom 3 level and began joining regular classes.
``I asked them to be sympathetic with the parents of autistic children,''
she said. ``I asked them whether or not they would want to have the same
opportunity if their own children were afflicted with the same problems. I
also asked them to use this chance to teach their children compassion and
respect for autistic children because they have talents and dignity _ just
like all kids.''
The autistic pupils showed marked improvement after being admitted to
integrated classrooms. ``They learned to develop relationships with regular
kids. Playing with talkative friends, they learned to speak more,'' she
said.
But some of the students treated their autistic classmates rather badly.
``One boy told an autistic student to go eat grass, and he did. To be
accepted, many autistic children will do whatever their friends want,'' said
Daranee.
The teachers' challenge, therefore, was to instil empathy and kindness among
the regular students.
``One of my most gratifying moments,'' she said, ``was when I spotted a
little boy walking hand in hand with his autistic friend, taking him to join
in school activities.''
The programme has attracted many parents with autistic children. Since the
symptoms of autism vary from mild to severe, children with autism must take
an IQ test before being accepted into the programme. Those with an IQ above
70 are accepted.
Daranee said the programme's priority was behavioural adjustment, including
development of social-interaction and communication skills plus cognitive
ability.
``When an autistic girl, for example, pushes another child away because she
wants to play on a swing, she doesn't understand the hurt she is causing,
nor why the other child is crying. So our duty is to explain the situation
to her, and what she should or shouldn't do.''
In addition to learning social rules and norms, discipline is also taught.
``But it's an uphill task,'' she said.
According to Orrathai Oggungwal, a teacher in the programme, adults need to
understand that autistic children are attached to their routines.
``If we want to change their schedules, we have to inform them in advance.
Otherwise, they won't follow our guidance and will keep asking the same
question all day long about the change you want to make.''
Teachers also need to interact with autistic children in a consistent
manner. ``We have to use the same short commands with them, otherwise they
won't pay attention,'' she said.
In many ways, autistic students are their teachers' teachers, and
interacting with them can provide helpful information in learning to handle
other children with similar problems, Daranee said. But in order for that to
happen, the teachers must first learn to enter their autistic students'
worlds to reach them first.
Her efforts to help autistic children have indeed come a long way. The
programme now has 23 teachers with 150 volunteers assisting 52 autistic
individuals, who are now sharing the same classrooms as other students.
As a rule, one autistic child must be accompanied by two teachers. If the
child becomes disruptive, the two teachers must work to calm him or her down
so that the class can continue.
``That's an easy task when the child is young, but it's extremely exhausting
when the child is bigger and stronger than you are,'' said another teacher
named Rapeepan Suphamahitorn. ``But it's good exercise for me, having to run
after those kids,'' she added with a smile.
These days, Daranee's job includes visiting and supervising schools which
offer classes for autistic children. To cope with increasing demand, she
will soon launch a one-year training course for teachers on how to teach and
assist children with autism.
One of her dreams, she said, is to see the establishment of a college for
autistic students that would allow them to pursue higher education without
fear of discrimination.
That might seem like mission impossible, but Daranee insisted that forming
teams comprising doctors, parents, teachers and friends of autistic children
would help make the world a more beautiful place for autistic children.
``The changes I saw in the autistic children we have worked with have
strengthened my belief that where there is great love, care, and empathy,
there can be miracles,'' said Daranee.
``These kids have also taught me never to say the word `impossible' without
first giving something a try.''
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