Autism spectrum disorder (ASD) is known as a developmental disability caused by differences in the brain.
All causes are not yet known. According to scientists there are multiple causes of ASD that act together to change the most common ways people develop, but we still have much to learn about these causes and how they impact people with the condition.
In April the world celebrated people living with autism. It thought about all the challenges the child and family endure in coping with this condition and acknowledge it is not easy.
Children display certain signs and symptoms on the spectrum, which can include poor social interaction, impaired communication – verbal and non- verbal – and symbolic play, stereotypical movement.
Some people with ASD need a lot of assistance in their daily lives while others can live healthy, productive lives.
Many myths exist about people with ASD and people believe children with autism cannot learn, but at Breede Valley Association of and for Persons With Disabilities (BVAPD) it has been observed that they can!
At its day-care, Rise and Shine, we had six children with autism since the beginning of 2022. Its staff has received training from the Neuro-Diversity Foundation, enabling them to teach these children new skills.
BVAPD also learned the six children are different and have different sensory needs. One displayed extreme challenging behaviour, which staff did not really know how to handle.
From the beginning at the day-care the child cried every day and being part of a group of children in one classroom was very challenging. Her senses were overstimulated and she would have meltdowns; she would cry, throw things around, wouldn’t sit still or eat her food.
The teacher had to run after her all the time and could not concentrate on other work or children. This really affected everyone at the day-care.
Several strategies were used to assist the child, to find a way in which she could be accommodated at the day-care. In November 2022 its new therapy room was built, where BVAPD could accommodate the child in a setting where one teacher could tend her daily educational needs.
In this room she started to find herself since it was a safe environment.
With the necessary patience and endurance where you keep setting routines and structure, children with autism can learn.
It is about proper assessment of the child, really getting to know the child’s sensory system and to allow the child to be.
With hope uppermost in its intentions the association has seen the development of this child over the past three months. In this safe space she’s in she can now sit down to work with her teacher, is starting to communicate, calling specific people’s names, to learn basic colours, can say she is hungry or her nappy is wet.
She is starting to listen and follow instructions. The meltdowns are still present, and she sometimes still wants to bite, but the staff now know how to calm her down, making her feel safe and protected.
Just by understanding the child with autism better, getting to know whether the child is sensory-seeking or -avoiding, will already help carers manage her more effectively.
Structure and routine with lots of love and support are certainly key!
