Language impairment, one of the defining characteristics of
autism, also proves to be one of the most frustrating aspects for those who
have autism, according to a well-written recent article. [To read this article,
please click here.] In “Communication: An Important Autism Life Skill,”
published online July 29, 2018, in Psychology Today, Chantal Sicile-Kira notes that while
sensory issues challenge adults with autism most, communication difficulties
run a close second. As the author of acclaimed books on autism, namely Autism
Spectrum Disorder and Autism Life Skills, as well as the mother of an adult son
with autism, Chantal Sicile-Kira has devoted her life to her son and to sharing
what she has learned about autism.
As she explains, children with autism often have motor skill impairments affecting their necks and mouths that make physical production of speech quite difficult. Instead of using words to speak, they may resort to attention-seeking behaviors, such as screaming. Because these behaviors are considered socially inappropriate, especially in older children and adults, the author emphasizes the importance of teaching nonverbal children with autism alternative methods of communication, such as typing or pointing to letters. Indeed, her nonverbal son, Jeremy, has benefitted from learning alternative means to communicate and has even co-authored a book with his mother, A Full Life with Autism. Nonetheless, he admits, “The hardest part of autism is not being able to talk.”
Even for those with autism who can speak, the author notes, communication can be difficult. Specifically, she describes the “hidden curriculum”––social skills that are not specifically taught but learned by following others’ behavior. These include eye contact, speaking at an appropriate volume, and reading people’s body language. Even knowing how to respond appropriately is important, as she cites the example of a teen girl with autism whose peers found her rude because she didn’t know how to accept compliments. Clearly, teaching language to children with autism requires thinking outside the box.
While we are blessed that Alex can speak and express his thoughts and feelings, speech has always been one of his biggest struggles. In addition to providing speech therapy for him, we also used his strengths to help him overcome his weak areas. For example, his precocious reading skills enabled him to connect written words to objects and spoken words. Using Post-it notes, I labeled objects in the house so that he would connect the objects with their written and spoken names. In addition, we used his love of books to develop his ability to connect written and spoken language by reading aloud to him daily. His phenomenal ability to spell words correctly, even as a pre-schooler, proves quite beneficial because he can spell aloud words when we can’t understand what he is trying to tell us. To help him with this task when he was younger, we bought him a Franklin Spelling Ace handheld electronic dictionary that allowed him to type words on a screen that he could show us and communicate what he wanted to say. Certainly, the advancements in technology in the past two decades now allow children with autism access to smart phones and electronic tablets that can enhance their ability to communicate with others.
Even now in his mid-twenties, Alex is still developing his speech skills, expanding his vocabulary by reading the dictionary and learning social language by eavesdropping on conversations. Moreover, his behavioral therapist has done an excellent job of teaching him the “hidden curriculum” that is often overlooked. She has worked with him on how to give and accept compliments, how to ask appropriate questions, and how to develop reciprocal conversation by asking and answering questions and sharing ideas and opinions on a given topic. While we still have to cue him on these social language skills, he is making good progress and knows the value of not appearing rude. Clearly, her lessons on the value of eye contact have made an impression on Alex because lately he has been leaning down to my eye level (since he’s several inches taller than I am) when he wants to tell me something he finds interesting. Being able to share his thoughts and feelings obviously delights Alex, and we are delighted not only that he can use language to share ideas with us but also that he wants to engage us in conversation.
Yesterday, I ran across a video of Helen Keller on You Tube entitled, “Helen Keller Speaks Out.” After an illness that robbed her of her sight and hearing at a very young age, she was able to learn to communicate with others by using touch to finger spell and read lips. Because her dedicated teacher, Annie Sullivan, knew the importance of teaching her language, she used unconventional methods to meet Helen’s needs. Despite debilitating disabilities, Helen Keller became an author and a public speaker. Even though she inspired many with her great accomplishments, she admits, “It is not blindness or deafness that brings me my darkest hours. It is the acute disappointment in not being able to speak normally.” While she may have been disappointed in her speech, I was amazed how well she could speak in this video. She goes to explain her frustration, “Longingly I feel how much more good I may have done, if I had only acquired normal human speech. But out of this sorrowful experience I understand more clearly all human striving, thwarted ambitions, and infinite capacity of hope.” Perhaps she underestimated her ability to communicate and the impact her words and her life have made upon others. Nonetheless, she emphasizes the importance of giving people with disabilities a voice, whether through sign language, an interpreter, or modern technology to allow a nonverbal person to communicate.
In the examples of Jeremy Sicile-Kira and Helen Keller, we clearly see the need to find ways to help people with disabilities communicate with others. Even with those whose language skills are less impaired, like Alex, we need to teach all aspects of communication to help them interact positively with others. Teaching those who are differently abled requires creativity, patience, and tenacity. However, knowing that those special people have something valuable to say truly gives us that “infinite capacity of hope.”
As she explains, children with autism often have motor skill impairments affecting their necks and mouths that make physical production of speech quite difficult. Instead of using words to speak, they may resort to attention-seeking behaviors, such as screaming. Because these behaviors are considered socially inappropriate, especially in older children and adults, the author emphasizes the importance of teaching nonverbal children with autism alternative methods of communication, such as typing or pointing to letters. Indeed, her nonverbal son, Jeremy, has benefitted from learning alternative means to communicate and has even co-authored a book with his mother, A Full Life with Autism. Nonetheless, he admits, “The hardest part of autism is not being able to talk.”
Even for those with autism who can speak, the author notes, communication can be difficult. Specifically, she describes the “hidden curriculum”––social skills that are not specifically taught but learned by following others’ behavior. These include eye contact, speaking at an appropriate volume, and reading people’s body language. Even knowing how to respond appropriately is important, as she cites the example of a teen girl with autism whose peers found her rude because she didn’t know how to accept compliments. Clearly, teaching language to children with autism requires thinking outside the box.
While we are blessed that Alex can speak and express his thoughts and feelings, speech has always been one of his biggest struggles. In addition to providing speech therapy for him, we also used his strengths to help him overcome his weak areas. For example, his precocious reading skills enabled him to connect written words to objects and spoken words. Using Post-it notes, I labeled objects in the house so that he would connect the objects with their written and spoken names. In addition, we used his love of books to develop his ability to connect written and spoken language by reading aloud to him daily. His phenomenal ability to spell words correctly, even as a pre-schooler, proves quite beneficial because he can spell aloud words when we can’t understand what he is trying to tell us. To help him with this task when he was younger, we bought him a Franklin Spelling Ace handheld electronic dictionary that allowed him to type words on a screen that he could show us and communicate what he wanted to say. Certainly, the advancements in technology in the past two decades now allow children with autism access to smart phones and electronic tablets that can enhance their ability to communicate with others.
Even now in his mid-twenties, Alex is still developing his speech skills, expanding his vocabulary by reading the dictionary and learning social language by eavesdropping on conversations. Moreover, his behavioral therapist has done an excellent job of teaching him the “hidden curriculum” that is often overlooked. She has worked with him on how to give and accept compliments, how to ask appropriate questions, and how to develop reciprocal conversation by asking and answering questions and sharing ideas and opinions on a given topic. While we still have to cue him on these social language skills, he is making good progress and knows the value of not appearing rude. Clearly, her lessons on the value of eye contact have made an impression on Alex because lately he has been leaning down to my eye level (since he’s several inches taller than I am) when he wants to tell me something he finds interesting. Being able to share his thoughts and feelings obviously delights Alex, and we are delighted not only that he can use language to share ideas with us but also that he wants to engage us in conversation.
Yesterday, I ran across a video of Helen Keller on You Tube entitled, “Helen Keller Speaks Out.” After an illness that robbed her of her sight and hearing at a very young age, she was able to learn to communicate with others by using touch to finger spell and read lips. Because her dedicated teacher, Annie Sullivan, knew the importance of teaching her language, she used unconventional methods to meet Helen’s needs. Despite debilitating disabilities, Helen Keller became an author and a public speaker. Even though she inspired many with her great accomplishments, she admits, “It is not blindness or deafness that brings me my darkest hours. It is the acute disappointment in not being able to speak normally.” While she may have been disappointed in her speech, I was amazed how well she could speak in this video. She goes to explain her frustration, “Longingly I feel how much more good I may have done, if I had only acquired normal human speech. But out of this sorrowful experience I understand more clearly all human striving, thwarted ambitions, and infinite capacity of hope.” Perhaps she underestimated her ability to communicate and the impact her words and her life have made upon others. Nonetheless, she emphasizes the importance of giving people with disabilities a voice, whether through sign language, an interpreter, or modern technology to allow a nonverbal person to communicate.
In the examples of Jeremy Sicile-Kira and Helen Keller, we clearly see the need to find ways to help people with disabilities communicate with others. Even with those whose language skills are less impaired, like Alex, we need to teach all aspects of communication to help them interact positively with others. Teaching those who are differently abled requires creativity, patience, and tenacity. However, knowing that those special people have something valuable to say truly gives us that “infinite capacity of hope.”
“The lame will leap like a deer, and those who cannot speak
will sing for joy! Springs will gush forth in the wilderness, and streams will
water the wasteland.” Isaiah 35:6
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