Understanding ASD
Autism is unique for each person. Autistic ākonga may need support to make sense of and effectively participate in the world.
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Defining
Autistic spectrum disorder or ASD is the name for a group of lifelong conditions that may affect communication, social interaction, and cognition (thinking). Asperger syndrome is part of the autism spectrum.
Takiwātanga* is the Māori word for autism. It means ‘in my/their/his/her own time and space’.
Autism is characterised by different ways that people perceive the world, think and behave, and how they communicate and interact with others.
Previous terms to describe autism include Autism Spectrum Disorder (ASD) and Asperger's Syndrome.
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Characteristics of autism
Although every autistic students or tāngata whaitakiwātanga is different there are some common characteristics which may include:
- strengths in memorising and learning, especially in technical or logical subjects and reading (decoding)
- a special area of interest
- a preference for order and routine
- finding social interactions challenging, especially responding to non-verbal and social cues
- atypical development in speech, language and communication
- challenges understanding and responding to non-literal communication such as irony, figurative language and nuance
- sensory challenges
- actively seeking and enjoying solitude
- challenges managing and expressing emotions.
Autism is diagnosed on the basis of observed behaviour. There are no blood tests, single defining symptom or physical characteristics that are unique to Autism.
Clinicians use careful observation of behaviours to determine whether a child’s challenges are related to Autism.
Tāngata whaitakiwātanga are unique
Dr Stephen Shore, an autism advocate who is autistic said, "If you've met one person with autism, you've met one person with autism.”
Expect diversity when teaching autistic students. Ākonga may:
- need support with all day-to-day tasks.
- need support in specific areas e.g. support at transition times in the school day
- have exceptional gifts and talents that are masked by other learning challenges. See more information here: Twice-multi exceptional learners » Gifted & Talented Education.
Sources: Altogether Autism, Neurological Foundation Autism, An Educator’s Guide to Autism | OAR
The Aspire program asked a group of autistic people five questions about Autism.
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Influence on learning
Autistic ākonga have a variety of different strengths and learning preferences. They experience their own set of challenges.
| Common strengths and preferences | Common challenges |
|---|---|
| Strong preference for well-planned, structured, predictable, routine-based environments | Coping with change, unfamiliar routines, a lack of structure |
| Strong preference for quieter, clutter-free, organised spaces | Sensory regulation |
| Special interest in particular topics and activities | Settling into learning |
| Processes visual information quickly | Processing and making sense of things, abstract thinking |
| Strong rote memory, retaining particular facts and details | Expressing information and ideas |
| Honesty | Verbal communication, social interaction |
| Special interests | Engaging in learning that does not seem relevant |
Expect diversity when teaching students with ASD
Some students may need help with all day-to-day tasks.
Others may need:
- support in specific areas
- extended opportunities to explore and develop exceptional gifts and talents. Explore Twice-multi exceptional learners for more information.
Next steps
Return to the guide “ASD and learning”
How to use this site
Guide to Index of the guide: ASD and learning
Understand:
- Understanding ASD
Strategies for action:
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Identify needs and how to provide supportShow suggestions for Identify needs and how to provide support
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Key areas to supportShow suggestions for Key areas to support
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Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
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Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13
