Autism Spectrum Disorders (ASD) and Its Impact on Learning

UNDERSTANDING AUTISM
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1.0 Introduction
Autism spectrum disorders (ASD) were officially identified in 1943 with their multifaceted nature being a source of interest for families, educators, and physicians alike. Wall (2004) notes that the etiology of ASDs remains a mystery but its manifestations are observed in children before they reach three years old in form of dysfunctions in language, communication, and interaction with others. Wing (1996) contends that the common behaviors observed in children with ASD include repetitive movements, unexpected responses to sensory stimulation, and compulsive behaviors, among others (Williams 1996). Consequently, ASD affects the cognitive and social development of a child owing to the atypical approach to doing things in their lives. Educators should be well informed about the benefits and drawbacks associated with ASD in the learning environment so that they can identify and minimize barriers that autistic pupil face in the classrooms.
2.0 The Positive Impact of ASD on Learning
In a classroom, the educator should note that some symptoms and characteristics associated with ASD confer learning strength to autistic pupils in traditional classrooms and curricula. Notably, many individuals with autism have heightened attention to detail, which can be beneficial when learning complex subjects or skills that require precision and accuracy. Bogdashina (2003) theorizes that individuals with autism process information differently than neurotypical individuals and may have a heightened sensitivity to certain stimuli, such as visual details, which leads them to pay more attention to small details. Therefore, an educator is likely to observe that autistic learners will be good at making sense of visual information as they tend to look at finer details rather than at the big picture. The approach might make them very good at subjects that involve the creation or analysis of complex visual models at the minute level of detail, for example in mathematics, engineering, art, or science. Regardless of the involved mechanism, ASD learners’ ability to focus on detail is a key strength possessed by autistic learners that teachers can leverage in classroom settings to enhance their inclusion.
Consequently, autistic pupils will tend to develop a strong interest in specific subjects that varies from one autistic pupil to another. The heightened attention to detail and the desire for structure and predictability engender an intense focus on a specific subject where they can experience a sense of familiarity and comfort. As an educator, one should look out for the areas of the learner's “special interest” and make intentional efforts to cultivate it. A review by Gunn and Delafield-Butt (2016) notes that a special interest in a specific subject is one of the key strengths in ASD pupils that leads to exceptional knowledge and expertise in a particular area. Encouraging and supporting these interests can have a positive impact on an individual's motivation, self-esteem, and overall well-being.
Further, educators should know that autistic learners have a strong memory and pattern recognition, which can be an asset in the lea...