The best educational systems do not teach students to learn easily. They uplift students who learn differently. Every day as an educator, there is an opportunity to change lives. Yes, teaching learners to read and write and do math. Teaching them science and social studies. But some of the biggest lessons teachers' learning come not from them, but from the students. Teachers learn how to be patient. How to slow down. How to be human. Learners with Autism Spectrum Disorder do experience the world in a way that is different from you and me. Many students with autism are gifted. They may have incredible memories. They may contemplate the world or think outside of the box. Some are mathematical, musical or computer geniuses. Others are amazing artists.

When students with autism do not fit the mold, their gifts go unrecognized. It is hard for schools to see their strengths when they struggle to teach them differently. Students with autism have pushed the teacher to become a better educator. They have shown the teacher what it means to learn. They have reshaped teacher's idea of success in the classroom. It is not always about hitting benchmarks or getting good grades on a report card. Sometimes success is a student making eye contact with you for the first time. Or telling you that they need to go to the bathroom. Or voluntarily participating with their peers in a group activity. Or feeling comfortable enough to just be themselves at school.

Alberta is making great strides in embracing inclusive education. But embracing inclusion means more than just integrating students with all learners. Here needs into classrooms. It means ensuring that all students have what they need to succeed. It can’t be emphasized this enough. Teachers cannot just teach through rose colored glasses of one- size fits all. Instructing students with autism is teaching every student. Flexibility in teaching styles, individualized instruction, visual supports, schedule and sensory-friendly classrooms and spending the time to KNOW your students is nothing new. It’ s not brain science. It’s not even JUST for children with autism. IT TEACHES STUDENTS.

Clarifying another misconception about autism. Autism is not a disability. Every child is born with talents and strengths. It's not our role to try to change that. Teacher's role is to empower them and give them the tools they need to succeed and be themselves.

Nevertheless, start off by thanking all the AMAZING parents and caregivers of learners with autism. There is nearly always a parent behind every miracle. Whether they were driving for hours one-way to therapies, attending endless public school meetings, researching local resources, or cheering when their child mastered a small skill no one else cares about. These parents have taught teachers that outreach is essential. Inclusive education begins and ends with everyone around the student.

From school administrators and trustees to education policy and support staff. Pediatric professionals and community organizations. Parents play a huge role as well. Ensuring all students have what they need to learn takes an entire village. Inclusion even begins with kids. Teaching kids to embrace their peers for their differences allows educators to teach compassion, respect, and empathy. Teaching students with autism is a special privilege. They have shown that the only limitations they have are the ones society places on them. Labels will never limit my students. All learners should be recognized for their strengths, not judged for their differences. Every learner should feel welcomed, respected, included and empowered to learn at school.

Our province has made great strides in meeting the educational needs of learners with exceptionalities. However there is always more work to be done. Supporting teacher professional learning, providing classroom supports, early identification programs and partnering with parents will help ensure every student receives the education they deserve. The mark of a great education system should not only be based on academics. It will be judged on whether every student felt accepted and valued. By accepting learners with autism, it is not just a transmission of knowledge. That is building better schools. Better communities. A better Alberta. Because every child deserves to be seen. 

Educator / Advocate for Inclusive Education /