Communication, Disability, and Autism in Special Education

Communication Strategies for Children with Autism and Asperger's Syndrome

Children with autism spectrum disorder tend to get "stuck" — either in the repetition of certain phrases, or fixed on a particular idea in the case of children with Asperger's Syndrome. Teachers can attempt to use these repeated words as a springboard to real communication, circumventing the repetition by responding and attempting to engage the child in genuine dialogue.

Specifically, with Asperger's Syndrome, teachers can try to use children's mechanical interests in facts and figures to ask them questions about, for example, how the animals or cars that the child is focused on might feel, which also encourages the children to engage in emotional responses. Alternatively, teachers can ask the children to engage in more spontaneous pretend play to circumvent repetitive behavior — for instance, pretending to be an animal or a car. These approaches treat the child's existing interests as entry points rather than obstacles, turning characteristic behaviors into opportunities for broader communication development.

Intelligence, Speech, and Avoiding Deficit-Based Judgments

This chapter affirms the idea that there is no essential correlation between intelligence and the ability to speak. Many otherwise typical children have physical conditions that make clear articulation impossible. Many other children have had minor speech deficits such as stuttering despite exhibiting extraordinary verbal precocity in other areas.

This serves as an important reminder to remain mindful when working with persons who have impaired speech: one must not allow personal frustration with not understanding someone's meaning to become a judgment on that individual's intelligence or capability. Speech disorders are distinct from cognitive ability, and conflating the two can cause significant harm to students who deserve patient, respectful engagement.

The Purposes of Communication and AAC Technology

The purposes of communication include the expression of needs and wants, the transfer of information, the desire to affirm social closeness, and social etiquette. Of all of these purposes, perhaps the most important is the need to affirm social closeness, given the large proportion of everyday communication that serves no real purpose other than sociability.

Unfortunately, using augmentative and alternative communication (AAC) technology often acts as a barrier to facilitating this important aspect of communication. While AAC devices can be powerful tools for conveying needs and information, they may not support the fluid, spontaneous exchanges that build social bonds — a limitation that educators and caregivers should take seriously when planning communication support for students with disabilities.

Disability, Bullying, and the Need for Inclusive Education

Children with disabilities are at high risk for being bullied. First and foremost, children tend to bully peers who seem different from themselves, and children with disabilities are by definition different. Additionally, children with some disabilities may have difficulty with normal social interactions.

A child with autism, for example, cannot easily pick up on the typical social cues of peers because of cognitive differences; a child with a developmental disability may struggle with verbal exchanges and socially appropriate behavior for different reasons. Children with conduct disorders or ADHD may alienate classmates through outbursts and lack of impulse control, while children with physical disabilities may struggle to participate in everyday playground activities.

Children with disabilities may also be targeted as sexual victims because they cannot speak out against their accusers, or they may be lonely and vulnerable and thus seek attention from an adult — which may be misinterpreted by that adult. The differences between disabled children and their non-disabled peers cannot be erased, but classmates can be made more aware of the sources of those differences and learn to respect varied responses and behaviors. Having a clear plan to incorporate disability education into the curriculum is essential for building a safer and more inclusive school environment.