Promoting Autism Awareness & Inclusion: Let's Learn and Connect!

1. 5 min. Welcome! Today we are highlighting Autism Awareness Month and soon we will participate in Just Say Hello to promote openness and inclusion. ESAT has been known as a place where we can grow and build a community where we all have a chance to feel like we belong and that people around us care about us. To continue promoting awareness and inclusion, let’s consider some ideas about what autism is and how we, as a community, can include all of our community members.

2. 5 min. Use the Autism Awareness Student Guide to record ideas for today. Autism Spectrum Disorder THINK: What do you know or remember about autism or what it’s like to have autism? PAIR: Turn to a partner or triad near you and use up to 60 seconds to say everything you can about autism. SHARE: If called upon or if you volunteer, tell about what your partner(s) know about autism.

3. 2 min. To clarify what autism is...

4. 6 min. Watch this animated explanation of autism and think: What do I now understand about autism? How might this knowledge influence my compassion and behavior towards others? • https://www.youtube.com/watch?v=6fy7gUIp8Ms

5. 5 min. What might an experience be like for someone who has autism? Watch to see how Carly’s experience is shaped by her autism. How is this similar or different than your everyday experiences? https://www.youtube.com/watch?v=KmDGvquzn2k

6. 3 min. Does this quote best apply to people with autism, people without autism, or both? Who is Haley Moss? She is an artist, author, and advocate for autism awareness.

7. 3 min. Does this quote best apply to people with autism, people without autism, or both? Who is Dr. Temple Grandin? She is a published author and professor. She did not begin to talk until she was almost 4 years old, but with speech therapy and support, she was able to enroll in a general kindergarten class. Dr. Grandin became very interested in science and really applied herself. She specializes in animal science and is responsible for designing half of the cattle facilities in the United States.

8. 3 min. What if you meet someone who has autism? What might he or she want you to know? I am not “autistic.” I am first, foremost and always a person, a student, a child; and I have autism. Do not confuse me with my condition. And please do not use the term in a negative or inconsiderate way. I belong with other people my age. Do not separate me from them. I can, and I should, be placed in regular schools and regular community settings, and special support should be provided to me based on my needs in those places. I am an individual. Having autism does not make me the same as other people with autism. Make an effort to know me as an individual, to understand my strengths, my weaknesses and me. Ask me – or my friends and family if I cannot reply – about my dreams.

9. 3 min. How might you support and more easily connect to someone who has autism? We tend to take things literally and often have trouble reading between the lines. As a result, we may ask a lot of questions to clarify what is meant by something that you say. Don’t be offended by this. It is our way of being sure that we understand what you are telling us. We have difficulties reading social cues and body language. Be patient and understanding and know that often when we are alone, we don’t want to be. It’s difficult to start conversations with people, but we do want to be friends with you. Please don’t speak down to us. Treat us as equals. We may have an unusual tone to our voice or we may need to type our words. Please be patient with us. It may take us a while to formulate our answers. Please don’t expect eye contact. We may be able to force eye contact, but it is not comfortable for us. Making eye contact takes a conscious effort. This effort may take away from listening and understanding what you are saying.