Issue link: http://digital.copcomm.com/i/20186
LEFT: Madeline Cabading, an education support professional at West Portal Elementary School in San Francisco, with student Jovin. is no connection. “It’s unclear whether or not we’ve simply changed the way we identify children with au- tism and improved it — or whether something else is going on,” says Mundy. “Changes in methods of identification may have increased the number of children identified. Or there may be some change in the environment — or a change in some unknown process — leading us to identify more children.” It wasn’t until 1994 that the present diag- Of course it’s different. Some kids may not like to be touched at all, and other kids want a bear hug.” For those living with autism, the world can be loud, unpredictable and frustrating, she explains. “They don’t navigate socially the way typical students do. The playground may be the worst part of the day for a child who has autism, whereas for other kids, it’s the best part of the day. Walking up to an- other student and saying ‘Can I play ball with you?’ is a very foreign concept. They feel very isolated.” Why the increase? There are differing opinions about why au- tism rates have skyrocketed. Some parents and celebrities who have children with autism blame vaccines, but studies have shown there nostic system came into use, adds Mundy, who explains that diagnosis relies on a lengthy in- terview in which a specialist observes and as- sesses a child’s behavior. Many children with autism appear to behave normally until around age 3. However, a recent study from the University of Memphis reports that com- puter analysis of the babbling of children as young as 10 months has succeeded in correct- ly diagnosing autism 85 percent of the time. Some believe autism is being “over-diag- nosed” and has become the disability du jour. “When it comes to being on the spectrum, it’s hard to tell if it’s being over-identified,” says one teacher. “I’ve heard of some parents who have been pushing for the diagnosis so they can get services for their child. I think some- times that may play into it.” And there’s the “Geek Syndrome” theory offered at www.wired.com. This premise main- (continued) Going mainstream in Carlsbad coordinates with school districts and county offices of education to provide a continuum of programs and services for disabled individuals from birth through 22 years of age, and is also available as a resource to the community on issues related to special education. It can be distracting for general education students to be in a classroom with students who have autism, because they can have meltdowns, behave inappropriately or blurt out whatever they are thinking, admits Granberg. “When something happens, we work on those things immediately,” she says. “We role-play in social groups or lunch groups.” Third-grade teacher Peggy McGowan has had many students with autism in her classroom over the years, and currently has a boy with Asperger’s syndrome, a high-functioning form of 12 California Educator | NOVEMBER 2010 autism. It’s a challenge, she says, but well worth the effort. “I think it benefits everybody, and my students learn compassion,” she says. “Students become the nurturers, and it’s amazing to watch them. Yes, you might have students flapping their hands, jumping up and down, or disruptions, but the kids help each other. They know how to distract someone and can help put fires out quickly. It’s very natural and it’s not forced. Our kids here are very accepting. We have very little bullying here.” Alicia Granberg Nate, who has attended Pacific Rim since kindergarten, relies on his classmate Ryan to give him “reminders” and help him stay calm. They have been friends since third grade. “I always sit next to him,” says Ryan. “I think Nate is nice and really funny. He’s been an inspiration to me.” tains that a disproportionate number of those in the high-tech industry have autistic tenden- cies and perhaps even Asperger’s syndrome — a higher-functioning form of autism. Accord- ing to this theory, technologically adept and “geeky” individuals find similar “soul mates” in the workplace, marry and have children that wind up being on the autism spectrum. “In another historical time, these men would have become monks, developing new ink for early printing presses,” says Steve Silberman, who authored the article. “Suddenly they’re making $150,000 a year with stock options. They’re reproducing at a much higher rate.” It’s true that genetic predisposition does play a role in autism. For example, if one twin has autism, the other twin is likely to have it, and one child with autism in a family increases the chances that another child will be born with autism. However, autism affects children born to parents in all occupations, socioeco- nomic categories and backgrounds. Education is paramount Education is considered to be the primary treatment for autism, which has no known cure. Studies have shown that the earlier edu- cation begins, the more positive the outcome is likely to be. But educational services are fragmented. The California school system offers more than 40 separate services for students with autism. These services include behavior intervention, or helping students behave in social situations; occupational therapy, or helping them with ABOVE: Ryan Bentley with student David at Poinsettia Elementary School in Carlsbad.