An autistic boy in the classroom
The Autism News | English
Last year, a child named Omer* was enrolled in the class that I taught, in a well-recognized school, in Lahore. His parents, however, failed to inform me about the crucial information that Omer had a developmental disorder. He was autistic.
The lack of this vital information resulted in confusion and stress, on my part, while dealing with Omer in a normal classroom learning environment – a fact that was equally painful to him. Often, due to his inability to follow regular instructions, he would sob hysterically with closed fists, tears streaming down his face, staring at me helplessly with pain stricken eyes.
With all my regular work responsibilities, the stress of handling Omer alone left me exhausted, weary and frustrated.
I was determined not to give up on Omer, however, after seeing the sad expressions on his mother’s worried face. She met me several times at parent teacher meetings with puzzled eyes and fear of hearing discouraging remarks about her child. She was an educated woman and was well aware of her child’s disability. In an attempt to not worry her I always offered positive remarks over my negative ones.
Some common symptoms of autism that I observed in Omer were:
1) While communicating he was unable to start or maintain a conversation but performed repeated body movements and got upset at unusual change in routines.
2) He memorized and repeated words (for example: from commercials) using senseless rhymes.
3) He remained socially withdrawn and preferred to be alone. He did not make friends or play interactive games.
4) He would hold his hands over his ears when he found normal noises painful.
5) He was unable to imitate the actions of others and remained busy in his imaginative play.
6) He had a short attention span and was aggressive.
Please share your reaction! Give your opinion by filling out the form below.
Share this news with friends, family, or colleagues by clicking on the shortcuts below:
