An mental image sprang to mind; I saw teachers trainees being popped into a big, machine like an efficient, fantastical car-wash, where they are doused and sanitised and polished and armoured, and then dispensed sparkling in full gear and girdle.
‘Do these teachers get help with their lessons?’ I asked.
Apparently, the teachers prepare their own lesson plans. By then they are equipped to do so. However the curriculum may be different from school to school. In some places, teachers are largely left to their own devices. In others, they may have a range of resources at their disposal.
The 12th Step
‘What do you look out for in your teachers?’ I enquired. ‘What do they need to have before entering the profession?’
‘Two things,’ said the Doctor. ‘They must have the Heart, and the Skills.’
He said teachers should have the Heart to support students with special needs. They themselves must want to do it. And that is not as simple as it sounds. And of course Heart, in itself, is not enough. They must have the content knowledge right at the tips of their fingers, ready to summon whatever information they need at any time.
It would also be good if they have had experience. It is important that they are well-versed in child management and human development, and they must hone the skill of assessing their charges correctly.
‘It is what I like to call “heartware” versus “software”,’ declared the Doctor. ‘The ethical and attitudinal components, and the skills and resources.’
I asked if teachers were expected to provide their own resources.
‘I really could not say,’ he replied. ‘It depends on the school funds. One needs money for equipment and teaching material.’ He looked thoughtful, then sighed. ‘Truth be told, the diploma takes one academic year. It is rushed through as best we can. It is so much to cram in so little time.’
Next I spoke with the Doctor about what fixes could be made in the realm of autism education. He told me about the improvements in the field over the years.
Here is what I thought. Certainly there is improvement. I do not think anything has had a choice in that, as time forges on. Even mops and brooms have seen improvement. I have a green self-wringing mop with an extendable handle at home, which is probably more than what the moppers of old could dream of. Surely there could be more than just improvement.
One is probably a little prickly when it comes to the word “improvement”.
The 13th Step
I decided to ask the Doctor a crafty question.
I asked, craftily, ‘But is the rate of improvement up to standard? There are far too many holes in the system not patched and which should have been. What about yourself? What would you like to see happen for the autism world?’
‘We are probably somewhat behind compared to other countries. What I would like to see here are more options for those in their post-school years,’ answered the Doctor promptly.
Coincidentally, he told me, of late, he had been talking to parents with autism children aged eighteen and above. He wanted to find out what their aspirations were, what they sought for their children and so on. It was a piece of research that he was carrying out.
‘As it turns out,’ he observed, ‘many of them are stuck with no place to go.’
Hear, hear and huzzah, said a voice inside me.
‘We have well enough resources for early intervention,’ went on the Doctor. ‘But there is not much left for them to do after they graduate.’
‘We need more supported employment, sheltered workshops, support organisations for parents and families. Support for autism in the early years is high, but decreases as the child grows up. In the end, many autism individuals have nowhere to go after they finish school.’
Aha, thought I. Just what the doctor ordered.
The Doctor went on to talk about the misconception that autism individuals who are past the schooling age do not need any more education. He felt there should be further provisions. This is something that is experienced even in other developed countries, but in Singapore it is somewhat more acute.
‘Any examples of what they are doing elsewhere?’ I asked him.
‘In the United States, there is a programme called CAP – Community Assistance Program,’ explained the Doctor. ‘How it works is that the worker visits the family’s home to spend time with the autism individual, going out, engaging him in recreational activities. There is respite for the family. We forget too easily that living with and taking care of an individual with autism can be very tiring.’
‘So you have worked with them in the States before,’ said I.
The Doctor nodded. ‘Six years ago I taught Sunday school to young men with Autism Spectrum Disorder (ASD).’
He further explained that we need proven models of support. These will help distinguish those who can benefit from competitive employment, and those who need sheltered employment in their adult life.
‘Of course, we will need to be careful of the systems we import,’ the Doctor reminded me. ‘We must be mindful of the differences in culture. Asian parents, for instance, might prefer to have their autistic family members stay at home with them.’
He also spoke of job coaching for autism individuals. They need to be aided to learn to find and stay in the right jobs. The goal would be to try and expand their employment options as much as possible, perhaps even in career advancement. The Doctor said that this is still an emerging thing here.
‘But we need also remember that there is more to life than work,’ said the Doctor. ‘This does not just apply to regular people. Those with ASD need more than just job support; they need life support. Life-wide assistance for both those working outside and those staying at
