From about two decades ago to now, awareness about autism spectrum disorder — a range of conditions that impact a person’s social interactions and ability to communicate — has increased significantly, say experts. But for parents trying to get children with autism into schools, there continue to be hurdles. Recently, one city-based mother, who was looking to admit her child to a private school, was told that the school would take in her child — but only if there was an adult accompanying her throughout the day. Such directions, say parents and experts, are not feasible for most parents.
Only a handful
Even now, there are only a handful of mainstream schools in Chennai that have inclusive classrooms. “Most mainstream schools are unable to accommodate more than five or six children with autism, and even if they do, there are a host of conditions imposed. This makes it extremely difficult for parents. A few schools coming up in the suburbs are attempting inclusive environments, but in the city itself, more schools need to come forward,” says B. Balaji, who runs Buds To Blossom, a paediatric occupational therapy centre.
R. Amudha, a parent of a child with autism, said that mainstream schools helped children with autism develop social skills. “But schools place a lot of restrictions and this is one of the biggest difficulties faced by parents,” she added.
The Sarva Siksha Abhiyaan, which runs a ‘School Readiness Programme’ for children, including those with autism, has identified 1,841 children on the autism spectrum disorder in Tamil Nadu and has been working towards helping them join, and adapt to, mainstream schools.
Inclusiveness must begin at the stage of interviews itself, says Rama Arun Kumar, correspondent, Silver n Springs School.
“When we speak to parents of children not on the autism spectrum, we tell them about the inclusive environment of the school. We’ve seen over the years that when inclusion starts from a young age, children easily learn about it,” she says. The school has about 60 children with special needs, including those with autism.
The environment can be made more conducive to all the children, Ms. Rama says, adding that even simple things like having all children perform on stage for school events makes a huge difference.
Caution advocated
Experts point out that parents of children with special needs are sometimes susceptible to exploitation, with some classes luring them in with the promise that their children could be helped to read and write within a set time. However, this may not be in the best interests of the child.
Moreover, if children with autism are included in mainstream schools, the pressure to excel in academics is not too far behind, and more often than not, it comes from the parents.
Radha Nandakumar, a consultant in special education working with four mainstream schools in the city, says that there have been instances where parents get competitive and expect their children to perform on par with the other students.
“We keep telling parents of children with autism that even if they do not take to academics as much, vocational training is always a good option. However, many of them feel that this is a step below for their child and shun the alternatives available,” she says.
Ms. Nandakumar points out that there are many smaller and more significant improvements in communication and social skills that can be taken forward — and these should take precedence over the academic performance of the child.
