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Teaching Children with Autism
 An interview with Virginia Sperry, M.A., author of Fragile Success: Ten Autistic Children, Childhood to Adulthood, Second Edition. From the July 2001 Disabilities newsletter.Q: What advice do you have for teachers of children with autism? A: As a teacher of children with autism, you should teach each child one on one if possible. It is necessary to slow down your method of teaching, to make it concrete and simplified. Example: We used to give the beginning student one square of colored paper and then give the child a matching square saying, "Red goes on red," doing it first to show him/her. Also, it is important to be sensitive to whatever talent the child may show and to try to develop that interest if possible with your teaching. Q: What interventions and supports are necessary to help children with autism become independent adults? A: There must be appropriate teaching throughout the school years, close parent supervision and skilled professional teamwork (i.e., doctors, social workers, aides, etc.) and support, thus enabling the young teenager with autism to bridge from dependence to some self-confidence and ability to live at least partially on his/her own. Q: What are the most important things parents of children with autism should know? A: They should understand that their child has limitations. Realistically, parents need to adjust their goals to the child's or teenager's abilities and to set their own standards accordingly. They should also take advantage of whatever professional groups and parent support groups that are available. In the cases of all 10 students I followed for over 30 years, the parents, who were at first unhappy and despairing, came to accept their children's limitations and today take pride in their children's accomplishments. Q: What do you think the experiences of your former students teach us about autism and people with autism? A: The experiences of my former students illustrate that children with autism and adults with autism are capable of unexpected success, amazing improvement, and of developing into comparatively happy adults. One example is my former pupil "Eric." Diagnosed at age 12 as hearing only sounds, not words, and incapable of speech, with appropriate medication, loving family support, and skilled professional supervision, Eric at age 35 lives in a group home, understands what is said to him and talks in three- or four-word sentences, which is almost a miracle.
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