Student: _____Pheakday Noeum_____
Date: ___4/20/13______
EDU 4530-6950
Critical Analysis
Ten Things Every Child with Autism Wishes You Knew…
Criteria
Overall Presentation of Paper:
Professional Style, Grammar,
syntax, and spelling. APA format
when appropriate
Brief summary of the book (half
page)
Reflection of what a child with
autism may experience in a
classroom while coping with the
challenges describe in the text
described by Notbohm
IMPLICATIONS that reading the
text will have on you as a future
educator or service provider or even
friend or family member of someone
diagnosed with autism.
Total Score (3 -4 page total)
Points
Comments
7/10
5/5
10/10
25/25
47/50
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Critical Book Analysis
The book Ten Things Your Student with Autism Wishes You Knew provided a great
understanding of how children with Autism experience “a typical setting” like school, which is
different from their typical peers. It also provided strategies on how to best take advantage of
those differences, but at the same time realize that autism does not define who they really are;
they are people first. AMEN! The ten tips stated in this book are (1) learning is circular (I learn
from and you learn from me), (2) we are a team, (3) students with autism think differently, (4)
behavior is communication, (5) learning can’t happen if students and teachers can’t communicate
effectively, (6) teach students as they are a whole-person, (7) be curious, (8) build student’s trust,
(9) believe that students can learn, and (10) see student as a capable adult. It gave the perspective
of a child’s voice in order to help us better understand how children with autism think, act, and
learn. It also highlighted what students with autism can do versus what their limitations are. This
book gave excellent tools providing teachers with critical information that will help “turn that
light bulb on” for a child with autism. Outstanding opening paragraph!
Ellen Notbohm stated that “every single child with autism is different and has different
needs.” For most children with autism, school is a difficult place to for them to relate to others
differently. Many traditional school activities like circle time and recess have no significance to a
child with autism. Children with autism face speech delays and other communication challenges.
For example, in academics, some children with autism shine in one or more areas, while others
cannot relate to the material or their teacher’s expectations. Therefore children with autism often
need another form of instruction and assessment. In addition, some children with autism have a
hard time concentrating in school due to the noises or distractions within the classroom. Some
children with autism have hyper-acute senses and can be rattled by noise, light, smells, and
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touch. Others are under sensitive, which sends them looking for sensation. According to
Notbohm, teachers need to focus less on the autism label and pay more attention to each child’s
need. In order to find out what children with autism needs are teachers must get an
understanding of how children with autism think. Students with autism want educators to know
the following: (1) they are first and foremost a child, (2) their sensory perceptions are
disordered, (3) remember to distinguish between won't (I choose not to) and can't (I am not able
to), (4) they are concrete thinkers in which they interpret things very literally, (5) be patient with
their limited vocabulary, (6) because language is so difficult for them, they are very visually
oriented, (7) focus on what they can do rather than what I can't do, (8) help them with social
interaction, (9) try to identify what triggers their meltdowns, and (10) be patient with them.
Once teachers take the time to really learn from students, then (possibly instructional) learning
can take place because teachers communicate to students that they will not give up on them and
we are one team working together. Vital Point!
After reading this book, it has really open up mind into how students with autism view
and make sense of the world through their own lenses. I learned how to implement instructions
from the strategies stated in the book. First, I learned that learning is circular in which it flows in
all directions. I like how Notbohm stated that “teaching is not just about putting information into
the minds of the students, but rather it is striving to bring something out of every learner”
(Notbohm, 2006, p. 5). I agree, a critical concept and something every teacher should
contemplate! This has help me to stop and think about how I can learn from each student which
in turns will tailor how I deliver my instruction that will be more meaningful for the students.
YES! Sometimes I feel like my teaching styles will work for the students, but in reality, students
with autism don’t learn the same way we learn. Excellent self-reflection! I realize I need to be
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more patient by taking the time to really get to each student such as finding out their strengths.
When I recognized student strengths, it allowed me to gain a well-balanced understanding of a
child’s behavior and learning style in order to set reasonable expectations. Wonderful! Secondly,
I knew that most students with autism are visual learners. In my internship, I did a week of plant
lessons for the students. In one lesson, I did an activity using the felt board that goes along with
the book that I read to them, called Sunflower. I was even thinking about putting the book on
PowerPoint so they can see it on a bigger screen. However, Notbohm stated that students with
autism struggle to process multiple sensory modalities (Notbohm, 2006, p. 26). I realized that
adding the PowerPoint image would be sensory overload for students with autism so I didn’t use
it. Thirdly, I learned that “not everything students with autism do is a result of autism because
all human beings have innate personalities” (Notbohm, 2006, p.71). In other words, each student
brings about their own talents, backgrounds, and personalities so they are still a person like
everyone else. Very Important. Although there are similarities and differences among each of
us, we need to find that balance. If we only see the differences in each other, then we develop
separation between us. If we only see the similarities in each other, then we miss out on the
uniqueness that we each bring to the table. As a teacher, I would need to find the balance so I
can better educate students as a whole-person. Well said! Lastly, I learned that every child is
going to grow and develop at his/her own pace. So, as a teacher, I need to be patience and
continue to teach students. I realized what I do can be effective even if I don’t see the results I
was hoping to see. I need to be very patient, because what I don’t see in the progression in the
preschool grade can be seen in the upper grades I work with. The main point is not to give up
and just keep teaching because it is baby steps that can help students with autism succeed in
school, even in life. Absolutely! For example, I would be quick to jump in and help students such
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as zipping up their coats. However, I realized that teaching them to be independent is very
important because it helps to improve their quality of life. Fabulous! I had to take a step back
and let students take that step on their own so they can learn to do it themselves even if it will
take them longer than others. YES. Students with autism require many, many repetitions of a
skill before becoming competent at it. Essential to remember.
Overall, the book explained how teachers can understand and accept students with autism
for what they can do and not be defined by their limitations. “Our attitude towards the students is
going to be the attitude towards themselves” (Notbohm, 2006, p. 111). In other words, we need
to see students with autism as productive, respected, and interesting member of the classroom. If
we expect more of our students, then we will get more from our students. Outstanding!
Your paper demonstrated critical aspects of Notbohm’s book emphasizing the essential
points to consider when teaching children with autism. Excellent job, Pheakday!
Reference
Notbohm, E. (2006). Ten Things Your Student With Autism Wishes You Knew. Arlington, TX:
Future Horizons.
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