Reader’s Opinion | School life can be difficult for children on the autism spectrum

Opinion|Reader’s opinion

Autism Association Teemu Muukkonen and Satu Taiveaho are concerned about the overrepresentation of children and young people on the spectrum as clients of child protection (HS Opinion 7.9.). They are calling for service structures that support families with children on the autism spectrum. Even in primary school, it is possible to do a lot of preventive work for the benefit of children and young people on the autism spectrum.

School life is difficult for students on the autism spectrum, if they have to exert themselves in a physical or social environment that is not suitable for them, guided by ways of doing things that are not suitable for them. However, professionals working in schools already have a fairly good ability to recognize the challenges of the neuro spectrum. Teachers are equipped to respond to these challenges with various support measures or, for example, with the help of various materials and aids. Multi-professional student care work can also support teachers in meeting different learners. By offering in-service training to teachers and student care staff and fostering a positive way of talking about the challenges of the neuro-spectrum in school communities, small steps can be taken to improve the identification of challenges.

However, a bigger challenge in schools than recognition is understanding the autism spectrum. The features of the autism spectrum appear as diverse as there are children and young people on the autism spectrum at school. The autism spectrum manifests itself, among other things, as abnormalities in social interaction, in the school world this means, for example, the student’s challenges in regulating their behavior in a socially acceptable way. If the student gets into a confrontation with adults because of his challenging behavior, this development direction is apt to increase challenges and clashes in the future. If the student experiences enough times that he is not understood and that he is not confronted, anti-authority may increase as trust crumbles. This can have far-reaching, negative consequences for the course of life.

Pupils on the autism spectrum cannot be expected to perform socially in the same way as neurotypical pupils in the school world – thus not all pupils are on the same level. These children and young people need a more appreciative encounter and understanding as themselves, with their own special characteristics.

Muukkonen and Taiveaho propose a neurospectrum intervention program to be implemented by the welfare regions, which would apply to different actors. The school is an important participant in this program, even though the teaching is not carried out under the welfare areas. The primary school reaches every child and young person and because of this can be a very effective actor in implementing a possible program of measures.

Hannele Alanko

Jenni Laine

teachers in autism spectrum education in Espoo

The reader’s opinions are speeches written by HS readers, selected and edited by the HS editorial staff. You can leave an opinion piece or familiarize yourself with the principles of writing at the address www.hs.fi/kiryotamielipidekeisuis/.