Background

I must admit that I know very little about autism and dealing with children with autism. In my teaching career that has spanned twenty-five years, I have never worked with a student with autism and inwardly thought that I probably never would.

In June, 2002, I was introduced to Trevor, a Grade 1 age student, who is autistic. He would be attending kindergarten in our school in September of that year with hopes of integration into Grade 1. I was invited to participate in some preparatory meetings with Janice Boose, Anne Kaiser, other support staff, the kindergarten teacher and Mr. Smith, the vice-principal. From these meetings I gained a little insight into the world of autistic children.

During our Professional Development Day at Simcoe in September, 2002 I was fortunate to hear Kevin Baskerville from the Geneva Centre for Autism address the assembly of teachers about autism. Prior to the session I was somewhat disgruntled about having to listen to a speaker on the subject of autism. I really didn't think that this subject was of interest to me. Boy, was I wrong!

After listening to Kevin speak about his experiences and sharing some stories and clips about Temple Grandin and Donna Williams, I began to feel his excitement and love for those who suffer from autism. I began to realize that I, a Special Education Teacher in the twilight of my career, should make attempts to learn as much about autism as I could. One never knows when this information will be valuable.

Philosophy:

Every student in Ontario has the right to an education. As a Special Education teacher, I am very pleased when I see teachers willing to make the necessary accommodations and/or modifications so that a child encountering difficulties will be able to meet with some degree of success. I recognize, too, that it is challenging for teachers to be consistent in providing appropriate accommodations and modifications, but am committed to helping them do so through my role as a Learning Resource Teacher.

I often reflect back on my early years of teaching when there were no Special Education classes or Resource teachers. Back then it was total inclusion and a classroom teacher had to make revisions to assist these students. In those days, all too often teachers (me included) would hope that certain students would move away or at least end up in the other guy's classroom because we didn't want to be bothered. This may be true today for some teachers, but I have come to welcome the challenge of teaching students with special needs.

During my fifteen years as a Special Education Teacher I have developed a respect for Special Needs students. The majority of these students want to learn, want to be accepted and want to live "normal lives". Some of these students have more on their plates than you and I will ever have together. To me, it is necessary to try to understand these kids. What makes them tick? We need to try to get inside their heads and to walk a mile in their shoes. Before we shoot from the hip we need to step back and assess the big picture. What happened? What caused it to happen? What can I do to prevent it from happening again? How can I make a difference?

It appears that working with autistic students will present a challenge but many of the strategies that I have used with other students can be adapted. Years ago there was a boat in Dunnville called NIMBI. I thought of this acronym as I was working on this project and felt it was fitting in my situation: Now I Must Be Involved. I realize that even though it is late in my career, it is time for me to become involved. Perhaps I will be able to make just a little difference. Can you?

Introduction

Trevor is a Grade 1 age student who entered Fairview Avenue Public School in September, 2002. Trevor is non-verbal and exhibits behaviourial tendencies common in autistic children. He screams, jumps, spins and has difficulty staying on task. He has several sensory sensitivities. He was in Kindergarten from September until January. Trevor appeared to hit a brick wall and his teacher was becoming frustrated. A Resource Team meeting was held on January 11, 2003 to discuss and consider Trevor's placement. It was decided at that time that Trevor would be integrated into the Grade 1 class over a period of time. Within a period of one week Trevor had made the transition into Grade 1 full time. This was made possible by the dedication of an experienced teacher, Brenda Towle, and her Educational Assistant (EA), Sherry Chapman, who had worked previously with Trevor. They prepared the students in the class for Trevor's arrival.

As I was preparing for this project, I came to realize that the principle that is guiding me is to meet the needs of my students. It is my goal to have them become successful socially, emotionally and academically without causing undue stress and frustration.

It is this principle that has been the catalyst in arriving at my focal problem, " How can I, a learning resource teacher, support a teacher of an autistic child?" ( Journal, January 14, 2003).

During this research paper I will be focusing on three areas in which I can assist a teacher. These main sections are building positive relationships with the students and parents, collaborating and sharing information and ideas with my colleagues, and putting theory into practice.

Being autistic doesn't mean that the child cannot learn. What it does mean is that learning happens in a different way. There are gaps in the learning and we often assume that the child knows something and he really doesn't. We all know what assumptions can do and they sure do not benefit the child. Often the autistic child is unable to communicate his needs and if he does, his request is often ignored because we do not understand.

Building Positive Relationships

Through my years of teaching I have found that it is imperative to build a positive relationship with students and parents. In order to be successful as a teacher and to have your students be successful, a relationship of mutual respect, trust and confidentiality needs to be established. If I want respect from my students then I have to respect them. Through my interactions with parents and students, I want to demonstrate to them that I am a person who holds integrity in high esteem. I need to exhibit that my ultimate goal is to do what is best for the child. I need to lead by example and remain approachable. I want both parents and students to feel at ease when discussing problems and concerns with me.

In my opinion, one of the most important things to remember when dealing with an autistic child is that he is an individual and we need to recognize and respect his space.

This was reinforced through the writings of Joe Geraci in his essay, Towards an Understanding of Autism- An Outsider's Attempt to Get Inside:

As we enter the common room area I have a brainstorm, I decide to tape- record the session. After asking Mike, Zodiac Centre's service coordinator, and Karen, the music therapist, if that would be okay, I place my recorder on a shelf and we all settle down to singing.

The session comes to a close and while we are putting away the instruments I see Emily pick up my tape recorder and study it carefully. Feeling a wave of embarrassment coming over me I am ashamed of myself. Sure, I had asked permission to tape-record this session, but who had I asked? Flooding into my mind all at once are the ethical considerations I had been trying to stifle since beginning research at the Manor. Words like disempowerment, human rights, barriers, imposition, access... the whole bundle of "whose life is it anyway" expressions bring me to stunned silence.

Emily places the recorder back on the shelf, its menacing red eye still indicating "record". I walk over to the machine, turn it off and make a note to destroy this tape when I get home. And I do. (p. 58)

We should not be afraid of the label of autism. It is no different than the words leukemia, cancer, diabetes or Down's Syndrome. If the label or diagnosis is accurate, it is advantageous for us to know so that we are able to service the person in the most appropriate manner that we can. Just as I have been diagnosed with Chronic Lymphocytic Leukemia and need regular medical attention, the autistic person also needs special treatment (individualized programs, individual assistance, a chance). Until anyone who has a medical problem is diagnosed, proper and appropriate treatment cannot be administered. Therefore, proper and appropriate programming is essential to meet the needs of an autistic student. We must remember that a label is not permission to treat the person with less respect and dignity (Journal, January 11, 2003).

Strange hypersensitivities, strange obsessions, strange compulsions, strange, explosive reactions. Strangeness can be frightening, especially when it lunges at you suddenly, loudly, hostilely, even with violence. As recently as the seventies, children like Jessy were called psychotic, and the terms "autism" and "childhood schizophrenia" were used interchangeably. In the long centuries before those labels, there was another explanation for such children. We found out what it was when a religious acquaintance told us there are (still) church rituals for casting out demons, and that we should have Jessy exorcized. I have seen Jessy's father really angry only once, on the day it was suggested that his little daughter was in the power of the devil. (Clairborne Park, 2001, p. 115)

I could just imagine my launch off if someone suggested to me that one of my children or, for that matter, one of my students was afflicted by the devil. I would be in orbit and probably would leave no question as to where I was coming from or to where they were going (Journal, February 8, 2003).

In order for me to have any degree of success working with Trevor, and for that matter any other child with autism, it is necessary for me to almost be able to get inside of his head in order to learn how he thinks and how and why he responds to different situations. When I have a clear understanding of autism, then and only then will I be effective in planning strategies to assist Trevor in being able to cope in society. This is not unlike my work with behaviour students. In my years of teaching Special Education classes I have learned that I must look beyond the moment at hand. What caused the child to act inappropriately? For every incident there is an antecedent or a trigger to the particular problem. For every situation there must be a consequence. By being consistent I was able to alter the student's behaviour and build a rapport with him. Sometimes we must try to walk a mile in the student's shoes in order to understand him. I must also remember things that have great effect on me may have little effect on Trevor and things that upset Trevor may seem very insignificant to me. I must expect progress and regressions because regressions are normal. I must continue to clarify information and provide support and to strive to improve his information processing skills to help him overcome the deficits caused by autism. By working with Trevor I hope that I will be able to develop a close relationship with him so that he receives the framework that he needs to be successful in life.

I have also noticed that I must be ready to respond appropriately to the conventional signals which are used unconventionally. This is common in autism. If I am not perceptive enough to interpret these signals then a behavioural outburst will occur. I must understand the child, his learning style, his communication problems and the antecedents so that I am able to help him through times of crisis.

I noticed that Trevor would scream, jump, twist and bang his head when things were not going his way. After working on this project and doing extensive reading I have shared my findings with Brenda and Sherry. Trevor was not really misbehaving, he was attempting to communicate his wants to us. All we had to do was find out what he was trying to tell us. Since Trevor is a visual learner and his receptive and expressive language skills are weak he needs to use visual cues. He was having difficulty staying in the designated area of the playground and in order to overcome this problem and avoid behavioural outbursts, social stories were used successfully. Many other accommodations have been put into use. It has been advantageous to have taken part in the workshops and courses on autism ( May 1, 2003).

While reading Janzen's, Understanding the Nature of Autism, I learned the following information:

Just as most people have many small problems (needs and wants), the person with autism has many problems, needs and wants. While most people have many alternative ways to solve each of their problems, those with autism have limited alternatives and solutions. If information cannot be manipulated to generate and evaluate alternatives and if communication is difficult or unreliable, solutions are likely to be both inappropriate and ineffective. If interventions are simply directed to eliminate the inappropriate behaviours, the individual is left with no solutions. The learning and thinking problems in autism are such that effective support and intervention must be based on accurate interpretations of behaviour. (p. 56)

We must consult with the parents to learn more about the child. Quite often they hold the key that will unlock the door. We must be openly honest with them and share our concerns and listen to and appreciate their concerns. I have found it valuable as a Special Education Teacher to have had two children of my own who were identified because I am often able to understand the concerns of the parent. I am also able to relate to them my personal experiences not only as a teacher but also as a parent (Journal, January 23, 2003). We must be prepared for these meetings so that we can build a sense of trust and mutual respect between all involved by offering suggestions, leads for other assistance and providing strategies in order to help the child cope. The bottom line, do what's best for the child.

During a recent meeting with a parent we were discussing the assessment results of his daughter. The father appeared to be nervous and concerned. During our conversation with him, we were informed that he and his wife wanted to do what was best for his daughter but were afraid of making mistakes. During the course of the meeting I related my experiences as a father with two sons who had been identified as Learning Disabled. I encouraged him to not let emotions get in the way, if he could, and try to make decisions based on what would be best for his daughter. Later in the meeting , the father reiterated my suggestions to our vice-principal and thanked us for our concern. It is important to listen and show compassion as well as assist the parent in the decision making process. A relationship that is formed by honesty and integrity will serve us well. (May 30, 2003)

Working with an autistic child will take a special kind of person. A person who is kind, considerate, patient and compassionate. It is beneficial for all teachers to possess these qualities. We need to be proactive not reactive. We should be able to predict potential problems- what might happen and when they might happen. These qualities are imperative for the teacher of the autistic but are very valuable for all teachers. If we are able to understand why a problem took place then we can deal with the problem more effectively. If we can achieve these goals then a positive relationship, one of mutual respect will be built between the teacher and student.

In Understanding the Nature of Autism, Janzen writes:

It is true that those with autism present major challenges for parents, teachers, and mentors. Yet they also provide major rewards for anyone who takes the opportunity to develop a close relationship with them. The ability to understand and deal effectively with their challenges forces us to be creative and flexible. Those who live with and support the person with autism will never stop learning! (p. 33)

I am very fortunate to have a friendly, working relationship with Trevor's father, teacher, EA, the principal, vice-principal and the members of the Autism Team. Each of these people play an important role in Trevor's progress. During our Autism Team meeting on June 10, 2003, the Autism Team met with Trevor's father and discussed Trevor's progress. It became very apparent at that meeting that we all respected each other's expertise and abilities. It was also evident that we are a team and by working together we will be able to help Trevor reach new heights. It won't be easy but we are all there to support Sherry and Brenda who are on the front lines. Cindy Pinnegar, the principal, and Ron Smith, the vice-principal have both been instrumental in helping us through our journey. When I first became involved in the project, Cindy phoned me at home one evening and informed me that there was a program on T.V. about autism. She even brought an article from a doctor's office about autism. I am grateful for the strong support and friendly relationship that has grown since beginning to work with Trevor (May 30, 2003).

Collaboration and Support

Collaboration and support is very important between staff members who work with children. I feel that I am very fortunate to be able to work with such a supportive staff. My friend and partner in crime, Nick Head is often my sounding board. We have many discussions about special education. We discuss how we see the program working in our school, what is good and what needs to be changed. We share ideas from different courses that we have taken and at times even have gone nose to nose on certain topics (in a friendly sort of way). We have meetings with teachers on staff to assist them in revamping programs so that each child would be able to benefit. One of the teachers on our staff was having problems with the behaviour and academic progress of a student. She contacted the parent and suggested that an in-school team meeting be held. The teacher was concerned about the meeting and approached Mr. Head and myself to assist her. We prepared an agenda and prepared a list of issues that she felt needed to be addressed during the meeting. We began by listening to the concerns of the parent and by just letting her vent her frustrations. It is amazing what you can learn just by listening. We provided several strategies that could be attempted in order to alleviate some of the concerns. The meeting was uneventful and both parties were able to mutually arrive at a consensus as how to best help the child ( January 25, 2003). The bottom line, the kids.

Both parents and teachers need emotional support and they need to work cooperatively in order to avoid secondary problems and also to develop a consistent and appropriate program for their child. "Success is an essential ingredient for continuing effort and effective learning" and if Trevor is to be successful, it will involve a strong team. To clarify, this team cannot be made up of a group of individual superstars with the betterment of self as the goal. This team needs to be constructed of a group of professionals who have one common goal, to make life easier and more enjoyable for Trevor. "At least four people are needed to make effective educational decisions: parents and/or caregivers, building principal or supervisor, teacher (or teachers), and specialist in autism" (Janzen, 1996, p. 106).

In Trevor's case there is a team of up to eleven people. These people consist of the parents, the administrators at the school, his teacher, EA and Learning Resource Teacher (LRT), Peggy Blair, Belinda Benko, Judy Martin and Bernie Shuttleworth.

Some of us, just like in the military, will be on the front lines and others will be further back (the support troops). The classroom teacher and Educational Assistants are the front line players in this case. I am part of the support team. My duty is to provide all of the necessary support that I can. I do have some expertise in programming, Individual Education Plans (IEP's) and Intensive Support Amount (ISA). Perhaps my years of experience in special education, my personal experiences as a father and the opportunity of working alongside and sharing information with my colleagues on the Action Research Team and Autism Team will serve me well in my important role as a team player. I also realize that I have the opportunity to ask for help at any time and it will be forthcoming. Because of the Autism Team's involvement with Trevor's education, many positive things have happened. Trevor has received his own personal computer, a bean bag chair, a bouncy ball and a timer. This equipment will assist us in meeting Trevor's sensory needs and to provide for relief from anxiety and frustration. An Occupational Therapist will also be assessing Trevor and should provide a program to assist in the development of his motor skills. The support staff (Judy Martin, Belinda Benko, Bernie Shuttleworth, Peggy Blair, Janice Boose) have all provided strategies to help us become successful in our mission. ( January- June, 2003)

Much organization is needed and many strategies must be available to the teacher in order to keep the stress level at a minimum for both the child and the teacher. The main idea; this organization and these strategies are useful to all teachers in all classrooms. In my opinion, incorporating this knowledge into my bag of tricks will only make me a better teacher. If I can share this information during school team meetings or divisional meetings, then perhaps my peers will become more adept at dealing with problems. All too often I assume that some of my colleagues are aware of these strategies, but they aren't or if they are, they don't use them. I found the strategies presented at the workshop by Leslie Broun on April 24, 2003 and the assessments and strategies gained at the Intervener's Course to be extremely useful and beneficial.

How do we proceed with this process? It appears that much cooperative planning needs to take place. While planning, many considerations and concerns need to be addressed. I had the good fortune of participating in a planning session for Trevor. Judy Martin, a system resource teacher, Brenda Towle, Trevor's Grade 1 teacher, and Sherry Chapman, Trevor's Educational Assistant, and I spent time discussing Trevor's program. This meeting was valuable to me because I was taken down avenues that I hadn't travelled before (but probably should have). We discussed strategies that would benefit Trevor. We reviewed visual cues (timetables, picture stories) and discussed other pictures and labels that would be of benefit to him. As we collaborated I was able to see how these strategies would be of use to other students in Trevor's class. I was able to think of at least four students who would benefit from these ideas. (Journal, February 18, 2003)

I must assist the classroom teacher to program in order to maintain a balance between new and unpredictable stimulation and familiar situations so that Trevor can learn new skills without overdue stress. I feel that we, as teachers, not only need to assist the autistic child but we must prepare and educate the other students. They need to be familiarized with some of the behaviours exhibited by the child. When we were in the process of integrating Trevor into a grade one classroom, the teacher and Trevor's EA discussed this with the students and they were informed and enlightened about Trevor and his behaviour. They were asked to treat him with respect and kindness. Trevor has assimilated well into this situation with the strong support of all of us.

The team approach has been extremely important in this project. I am finding that this assignment is huge but gratifying. I have entered uncharted waters (to me) but am finding this challenge exciting and rewarding. I have met some wonderful colleagues who I know will assist me when I am stranded on an island and am unsure of how to get off. That's the beauty of this team ( Journal, February 25, 2003). According to Janzen:

Because autism is such a complex problem, the ideal situation is for the parent and the professional to build a sharing and problem-solving relationship or partnership, This type of relationship is supportive and productive for all. Each member of the parent/professional partnership plays a unique role. (p. 60)

This partnership has been evident in our school. Both Brenda Towle, the classroom teacher, and Sherry Chapman, Trevor's EA, became involved in learning more about autism. Sherry asked to read Janzen's text and Brenda and Sherry accompanied me to workshops by Leslie Braun and our support staff to gain more insight into the world of autism. Sig Rose, the DD teacher, Brenda, Sherry and I also participated in the Intervenor's Course. These activities took place from February to June, 2003.

I believe that building the foundation for support is not unlike any child with difficulties.

We need to have a positive relationship between those involved; parents, medical professionals, teachers, evaluators, administration and other support staff. If the line of communication breaks down then the child will suffer. Unfortunately this happens. I can understand parents and teachers becoming frustrated and upset with an apparent lack of progress but, we must remember that there will periods of regression. If we all learn to work together with one goal in mind; what's best for the child, then and only then will true progress take place. We must put aside our differences and work hard to accomplish our goal, to make the student successful.

This became apparent to me during our Resource Meeting of January 11, 2003. Because of Trevor's regression and/or lack of progress considerations were made to place Trevor in a self-contained classroom. Fortunately cool minds prevailed and Trevor was given the chance to be integrated into a Grade one classroom. I have noticed that during the last two or three years of my career one question keeps coming to mind. When I am involved in an In-school team or Resource Team meeting, an IPRC meeting or when I'm engaged in conversation with a parent or teacher regarding a student, the same question keeps presenting itself to me; If this were my child, what would I, as a parent, want and expect? I'm not sure whether this question is relevant but it is to me. I have found that by considering this question and the facts placed before me, I am able to make a decision that shows compassion, fairness, common sense and one that has the best interests of the child in mind (Journal, February 8, 2003).

Theory into Practice

I will not pretend to know all there is to know about autism. I am relatively new in this field and am learning as I go. It is imperative though to initiate into practice some of the information that I have learned. The whole staff should be educated and prepared to deal with an autistic child. We are afraid of the unknown and by being prepared, we are able to deal with a child with autism in a caring and appropriate manner.

When placement and support has been decided, the teacher with assistance from me will develop an IEP for the child. We must be particularly careful in addressing the needs of the child and using strategies to assist him to be successful. I have often found myself trying to address too many needs at once (and I'm still guilty). I guess that I want to help the child as much as I can and by addressing too much I probably am at fault for causing more confusion. All too often, it seems, that we attempt to cure the problem rather than address it. But, like Temple Grandin, I realize that an instant cure would mean an unbearable change. Temple Grandin stated, "If I could snap my fingers and be non-autistic I would not because then I wouldn't be me. Autism is a part of who I am" (Sacks, 1995).

Autism is part of who Trevor is. It touches who I am:

Autism is a lifelong problem, but learning is also a lifelong process. The goal is not to make the child normal or to cure autism. That kind of goal wastes valuable time and energy. Rather, the goal is to capitalize on the information processing strengths to compensate on the deficits common in autism. (Janzen, 1996, p. 33)

Learning for me and some of my peers is also a lifelong 'process. Since becoming involved in Trevors education I have felt it necessary to become involved in learning more about dealing with autistic children. Because of my needs, I became involved in an Action Research Project on Autism, an Intervener's course from Geneva Centre and workshops by Leslie Braun. I feel that one can never have too much information but it is becoming difficult to teach an old dog new tricks (Journal March 17, 2003).

I have come to find that I should adopt the theme that I learned in Drama Class at university, Less is More. What has this got to do with an IEP? I think, that as a member of a support team who is writing an IEP for Trevor, I need to encourage my counterparts to address two or three of the most important needs in a positive manner so that the IEP doesn't become too awkward and cumbersome with a negative flavour (Journal, January 29, 2003).

The child is the responsibility of the teacher and he/she must work hard to develop a positive rapport and relationship. If an EA is assigned to work with the child, the teacher must work closely with the assistant but must retain control of the situation because the teacher is ultimately responsible for programming and delivery. All too often, unfortunately, teachers relinquish this responsibility to the EA because they don't want to be bothered. This, however, is not the case with Brenda. She plans Trevor's program cooperatively with me. Sherry, the EA, is often included in these planning sessions and is often asked for her input. Since this is a team situation we all need to be involved.

Once again the need for constant and frequent evaluation is needed. Refinements must be made immediately so that major changes do not have to be made. I know this to be true because refinements to Trevor's program were not ongoing and a major change had to be made. It appears, I hope, that Trevor has been able to adapt reasonably well.

The stress level needs to be in equilibrium so that the student is supported by an equal level of competence, confidence and support.

In order for us to be effective teachers of an autistic child we must plan, organize and structure the events, space and environment so that the child can understand what will take place. We cannot assume that he will know what to do and/or when to do it. Our systematic process must be well planned and very, very clear. We must keep the student's comfort zone in mind. These plans must be carefully prepared in order to address new events, instruction times, changes and resolving problems. We must not set ourselves and the student up for failure. Both the student and the teachers will reap huge dividends by spending the time to plan carefully with the student's benefit in mind. This has taken place regularly since becoming involved with Trevor. Brenda and Sherry continually keep charts on Trevor's behaviour. Reward systems have been established and are working relatively well. Brenda, Sherry and I will meet at least once per week to discuss Trevor's program but we usually talk daily about his progress. We are now becoming perceptive enough to avoid many of the behavioural issues and if we can't then we are becoming adept at dealing with them in an appropriate manner. I was able to gain much insight in this matter from participating in the Intervener's course.

Autistic students require the establishment of clear, consistent routines. These routines have a series of components which need to be followed. These components are: Initiate, prepare, perform the steps, terminate and have a transition to the next event. These routines can be extended by solving problems, communicating and socializing, making choices and decisions and self-monitoring. The traditional task analysis will not ensure successful and independent participation. It is this situation that I feel a picture story or pictorial clues would be very beneficial to the student. We must not assume that the student will understand all of the steps. We must be prepared to assist him to avoid frustration and demoralizing and dangerous situations. By using consistent routines, making Trevor aware of any changes that will take place, by using visual cues, social stories frequent breaks and sensory diet we have been able to reduce and perhaps prevent some unpleasant situations from arising.

I have also learned that there are five steps involved in organizing any activity. These steps need to be considered and followed carefully in order to prepare the student for new learning and changes that will take place. We need to define the purpose or critical effect of the routine, identify the sequence of steps that will be followed and the components needed to complete the steps, identify the natural cues to initiate each step and natural prompts to maintain performance. We do not want the student to become dependent on verbal prompts. Our ultimate goal is for him to be able to complete tasks independently. We must be prepared to make revisions to the routine so that we will support his independence and finally we need to evaluate the routine and make revisions in order to solve problems. These steps are designed for an autistic child but in my way of thinking they are valuable tools to be used by any classroom teacher.

In order to achieve the above results, Trevor uses a visual calendar and timetable. This timetable is also used with the entire class. He is able to see what will be happening for a portion of the day and changes are shown to him in advance of them happening so that he is able to comprehend that the consistent routine has been changed. He also uses visual cues so that he is able to express his thoughts, feelings and wants.

Our goals are founded in the work of Janzen:

Like the guide for a person who is blind, the teacher's role is to organize and structure the objects in space to clarify where things are done, where things are located, and how to move from one place to another. The teacher also must address the sensory factors that could interfere with optimum learning. (Janzen, 1996, p. 161)

The space must be organized so that the autistic student may move easily from one area to another. He must also become familiar where things are located. In order to do this we must know the child. His sensory and spatial problems need to be addressed. The location of objects need to be identified. A good way of doing this is by labelling them using pictures. He will also need a quiet place to go to calm down. This is not a time out area. It is a friendly area where he can go to prevent loss of control and to regain composure. He also needs a work area. This area is a familiar area where skills are learned without distraction. It is also his information and equipment centre. Supplies, routines and other visual references are located here to assist him throughout the day. This area needs to be away from traffic and distractions. The space needs to be organized and boundaries need to be defined. Symbols and signs should be posted to assist the student in identifying the areas. Temporary boundaries such as tape, yarn, string etc. have proven to be useful in assisting the autistic student in becoming focused and being able to work. We must also prepare the students for acclimatizing to the community: exit signs, lights over checkout stations, crowd-control ropes, lines painted on streets, etc. When the student knows exactly what they can/cannot do and the boundaries, they are usually cooperative and successful. In Trevor's case social stories have been used to reinforce expectations. These stories are positive in manner and provide visual cues as well as sentences outlining what he is to do and what is expected. For instance, our playground is divided into Junior/Intermediate and Primary. Trevor took great delight in running to the Junior/Intermediate side and interrupting football or soccer games being played by the big boys. In order to overcome this difficulty a social story was written so that Trevor would be able to understand. Social stories were also written for using the bathroom and eating lunch. These social stories have worked and some of these habits are no longer problems. (May 15, 2003)

All students need explicit directions and the autistic child is no different. However, he will likely need verbal directions supplemented with pictorial cues or visual references. Reinforcement should be done quietly, naturally without overstimulating or distracting him from his activity. When the teacher is aware of the potential problems and of strategies to help the student cope, it will be easier for him to make adjustments to resolve the difficulties.

Variable performance is the rule rather than the exception. What can be done or tolerated at one time may be impossible to do or tolerate at a different time. Expect both progress and regressions. Regressions are often surprising and discouraging, but they are normal in autism. As long as the person's world is structured to clarify information and provide support, skills and abilities will be regained and expanded. (Janzen, 1996, p. 33)

We also recognized our need to be aware of Trevor's tolerance level and need to back off when it is low; if we don't then his behaviours might escalate through no fault of his own. We also need to realize that Trevor's behaviours are his means of communicating to us. We need to be able to read the signals and make the necessary adjustments. We need to balance the program as well by including active and inactive activities, quiet and noisy, fine and gross motor, liked and disliked. We also need to include individual, small group and large group activities. In order to prevent overwhelming him we need to introduce new elements in the learning within familiar settings. From the Intervener's course we have learned that we must provide a sensory diet in order to satisfy his sensitivities. We have provided a quiet place where Trevor can regain composure and get relief from his anxieties. A bean bag chair, a bouncy ball, a mini-trampoline, mats, wrist bands, playground equipment and his computer all provide for his sensory diet. Relaxation exercises are also being used. We don't want to blow him out of the water. Take it slowly and steadily and most of all make it fun for him to come to school (May 26, 2003).

Conclusions

I feel that I have a monumental task before me. I realized that when I entered the profession as a teacher that I had a very responsible role. I have worked with some difficult students during my career and I know that I have done a good job in assisting them. I believe that I am good at what I do but working with an autistic child is a whole new ball game. I have a lot of learning to do and I know that I will make mistakes. I also am aware of the fact that I will be leaning on others for assistance and for advice. Advice, assistance and encouragement that I have found to flow freely from the members of the Research Group and the Autism Team. More importantly, I have made lasting friendships that I will cherish. My hope is that I will gain a much better understanding of the autistic and that I may get a glimpse of their world through their eyes. If I am successful in doing this then I will be able to assist others, just as I have been assisted, in their attempt to support an autistic child ( Journal, January 21, 2003).

While those with autism present major challenges, they also provide major rewards for anyone who takes the opportunity to understand their unique perspective. The ability to understand and deal effectively with the challenges forces us to be creative and flexible. Those who live and support the person with autism will never stop learning! Our interventions will be successful only if we understand the world, or the situation, from the perspective of the individual with autism. (Janzen, 1996, p. 426)

I am unable to address all issues and areas in this paper. In order to be successful when dealing with an autistic child, we need much support both emotionally and physically. Fortunately we have that in our school from our staff. I am fortunate to have administrators who will listen to my concerns and who are supportive in my attempts in arriving at my ambitions; to help Trevor succeed. My administrators, Cindy and Ron, graciously allowed me to attend meetings and workshops by assisting in providing coverage while I was away. They expressed interest in what I had learned and had accomplished and gave me the opportunity to provide input at Resource Meetings concerning students in the Behaviour class and the DD class. I thank them for giving me this chance and encouragement.

There will be those days when nothing seems to be going right. Trevor is acting out, he's frustrated and won't settle. We become frustrated as well and wonder if we can make it through this long, arduous journey. That's when the support troops arrive with assistance and encouragement. They're only a phone call away. But that's okay. We can't do it alone. That's when we converse and reach deep down into our bag of tricks and try strategies that will help him ( Journal, February 25, 2003).

However, we need to keep a positive attitude about the whole process. Think about the time Trevor uttered his first word, participated in an activity, worked independently and made his first friend. Remember the good times, don't dwell on the bad. This is what it's all about; the child achieving success and having fun. How sweet it is! ( Journal, May 5, 2003).

Understand

I want people to understand
I know it's hard to do
I think they can if they try
Understand won't you?

Understanding is so hard
I long to see it real
I just hope, really hope,
It's not a lost ideal.

David Eastham: Understand: Fifty Memowriter Poems

Bibliography

Clairborne Park, C. (2001). Exiting Nirvana. New York: Little, Brown and Company.

Dodds, M. and Hart, S. (2001). Doing Practitioner Research Differently. London: Routledge Falmer.

Eastham, D. (1985). Understand: Fifty Memowriter Poems. Ottawa: Oliver-Pate.

Geraci, J. ( 2001). "Towards an Understanding of Autism: An Outsider's Attempt to Get Inside." In Dodds and Hart (2001), Doing Practitioner Research Differently London: Routledge Falmer.

Janzen, J.E. (1996). Understanding the Nature of Autism: A Practical Guide. San Antonio, Texas: Therapy Skill Builders.

Sacks, O. (1995). An Anthropologist on Mars (quote by Temple Grandin) London: Picador.