Robin LaBarbera, Biola University professor and director of special education, specializes in teaching future teachers how to educate students with disabilities. Here, in honor of National Autism Awareness Month, LaBarbera shares some of what teachers and the public should know about how to interact with people on the autism spectrum.

The goal of National Autism Awareness Month is to raise awareness of the autism spectrum disorder (ASD) and educate the larger community on the disorder. The Autism Society launched a nationwide effort to help promote autism awareness through the discussion of topics of inclusion and self-determination. This year, Autism Society wants to go further than just raising awareness of autism and start encouraging others to partner with them in a movement toward acceptance and appreciation.

LaBarbera, who serves students through Biola’s School of Education has given numerous local and international presentations, as well as written articles related to the education of students with learning difficulties.

Biola Now asked LaBarbera about her expertise as a special education teacher and how to best serve the autism community.

What do you believe is most important when becoming more aware about autism?

Something that has received a good deal of attention in the news recently, during this Autism Awareness Month is helping individuals with autism find meaningful work. To live as independently as possible, people with autism need meaningful work, but the prospects for finding work are bleak.  An estimated 80% of adults with autism do not work. I saw a study recently that said 87% of young people with autism who were given assistance to find a job, got one. Only 6% who did not receive support were successful in finding employment.  Unfortunately, services that are provided in schools up through age 18 disappear the moment individuals with autism finish full-time education.

That doesn’t necessarily mean that all individuals with autism are capable of working. We know that about half of individuals with autism are of average or above average intelligence, but sometimes finding work is difficult for one reason or another. We also know that about 80% of individuals with autism want to find work. Many people with autism struggle with understanding social conventions, which make interviews particularly problematic.

Many people with autism have strengths that make them well suited for some jobs.  We need to capitalize on those strengths by identifying workplaces that allow them to shine.

What is the best way to interact with someone who has autism?

Have lots of patience, understanding, and kindness. Below are some things to consider.

  • Keep in mind that communication difficulties are common with autism – reading social cues and body language is especially difficult. Don’t lose patience when you see this.
  • People with autism tend to take things literally, and have trouble interpreting things that are not in literal terms or making and understanding inferences. Be patient when they ask lots of questions, or when they don’t seem to understand something that seems to come so easily to you.
  • Keep in mind that people with autism tend to be frank and honest in their communication. Sometime people interpret their behavior as blunt or rude. People with autism are not intentionally rude.
  • The world often misunderstands or fails to recognize that people with autism have been rejected, excluded, ridiculed, or treated with hostility for much of their lives. Reach out with understanding and kindness.
  • Don’t talk too loudly to someone with autism, or make loud noises. Many people with autism have heightened sensitivity to noise. Their perceived “assaults” with everyday noises can leave a person with autism exhausted at the end of the day.

What is something that most people are not aware of regarding autism?

  • Many people with autism can be unusually good at focusing and doing routine tasks which others might find boring.
  • They can be brutally honest, which others can perceive as being socially awkward. They can have great technical skills.  
  • Many of them want to work.
  • Many of them want to have friends and interact with others, but haven’t learned the skills with which to accomplish this. Individuals with ASD do not seem to naturally develop social skills the same way their peers do. They struggle to understand social nuances and social cues, and they require direct, systematic instruction that is meaningful to them. They can learn how to interact in a social situation with instruction that is suited to their needs, ability, and interest level.
  • Many people with ASD can easily pick up on negative or judgmental attitudes. Don’t assume they lack emotion just because you can’t see it.

What are common misconceptions about autism portrayed in the media?

A huge misconception is autism is caused by childhood vaccines. One very unscientific study conducted several years ago, based on fictitious data and a very small sample size, stated there was link between vaccines and autism. Since then, a multitude of scientific studies have proven there is no link. There is not one single scientific study that proves that autism is caused by vaccines of any form.

What is the difference between aspergers and autism?

According to the most recent Diagnostic and Statistical Manual from the American Psychological Association, there is no difference. They are not separate diagnoses any longer. Basically, Asperger’s syndrome fell into the “high functioning” category. . . little or no cognitive delay, but difficulty with social interactions. On the “lower functioning” end of the spectrum you would see someone with more severe cognitive delay with the social interaction difficulties.

How is inclusion beneficial to those on the autism spectrum? What are the major impacts?

The benefits of inclusion depend on the individual on the autism spectrum. It’s not always the best idea, although in many cases it is beneficial to both the student with autism and his or her peers. It can be quite impactful to the other students in the class in very positive ways. But depending on the level of severity, an inclusive environment might not be suitable for everyone who has autism.  

Written by Marissa Ray, Public Relations Intern. For further information, contact Jenna Loumagne, media relations specialist, at (562) 777-4061 or jenna.loumagne@biola.edu.