This is Autism, Too!
Four years ago, I was teaching a magical group of autistic youth. There was just something about their dynamic connection that taught all of us so much. One of these students was Griffin (shared with permission). Griffin was (and is!) an artist, a jokester, and a wise old soul. He would crack me up by making Pacman out of crackers and declaring, “Oh, how the tables have turned!” before gobbling up Pacman. He once called me his Splinter, which is one of the highest compliments a teacher can receive, in my books! He was authentically himself, all of the time. Unfortunately, he didn’t always feel belonging in the mainstream classroom. In Grade 4, Griffin presented on autism to his whole school to promote greater understanding. His mom showed me the video - he was an exceptional advocate, already!
Our one-day-a-week withdrawal class was a godsend for him. He and the other students just got one another. In their first year together, they frequently bickered but always worked things out. The next year, they were more understanding of individual preferences and differences, coaching each other to try something new, stay in a game when they were losing, and so much more. Sonia (my teaching partner) and I often sat back, recognizing the value in them taking the lead. They began referring to themselves as brothers.
I remember Griffin saying to me once, “Miss, when I come here, I don’t feel autistic.” And we spoke about the environmental differences that can make one setting more disabling than another. He also got me thinking of the power of belonging. We strive for it in inclusive schools, but don’t always achieve it. Research supports this - teens on the spectrum may continue to feel like outsiders - or, to quote the musical Dear Evan Hansen, “On the outside always looking in”. But, somehow, the conditions in our classroom supported belonging. In a video where I asked him to describe what the program meant to him, Griffin said, “Something to me makes me feel like we’re not just friends, that we’re a family. And just like people say that autism is like a puzzle, the program is like a puzzle, too. Every single piece fits.”
Griffin and his group were a decisive factor in why I returned for doctoral studies. I wondered how I could help all kids on the spectrum to feel more comfortable and included at school. How could I support them - and their teachers - to make this a reality? I’m still looking for and refining these answers.
In one of my first doctoral assignments - and my very first video creation! - Griffin participated in a video to teach people more about his autism, experiences at school, and how others can be more understanding. I’m sharing this with you, today!
(A version with captions is available through my Facebook page: https://fb.watch/2m1GwN-geA/ )
Update:
Griffin is now 16 and in Grade 11. Attending an arts high school changed everything for Griffin. Almost immediately, and for the first time, he experienced popularity. Students in all grades were drawn to his outgoing personality and his artistic talents. Now, he has a core group of friends he talks to everyday, even during the pandemic. Griffin still makes origami and is getting ready to sell his artwork!