Written by April is observed globally as Autism Acceptance Month, a time not just to raise awareness but to embrace neurodiversity and challenge outdated perceptions.
Speaking to Foramz during Autism Acceptance Month, Jyotsna Waghmare, special educator and multiple award-winning founder of Daksinya Academy (a school for children with special needs), has redefined how education for autistic children is approached in India. As Autism Acceptance Month unfolds, her words and work serve as a reminder that inclusion in education isn’t charity; it’s a right.
In this exclusive interview, Jyotsna Waghmare shares insights on autism education, common challenges, and what true inclusion should look like in Indian schools.
Q.1 How do autistic children typically experience learning differently from neurotypical children?
Ans: As an educator, I have noticed that autistic children often learn differently from their neurotypical peers. They tend to be detail-oriented and may excel in subjects that align with their interests, even if their strengths aren’t always visible in traditional classroom settings.
Some may struggle with language processing or writing due to sensory sensitivities, but these challenges don’t reflect their true potential. It’s essential to provide opportunities for them to showcase their knowledge in different ways.
Sensory issues like sensitivity to noise or light can impact focus and comfort. A calm and structured environment with visual supports can help. Additionally, social interactions may look different for autistic students, and some may communicate in alternative ways. With flexibility and understanding, we can support their unique strengths and help them thrive.
Q.2 What are some common misconceptions about autism in the education system?
Ans: I often see that many educators and even doctors still hold outdated beliefs about autism, which can limit support for autistic children.
A concerning trend is that parents are often advised by pediatricians to focus solely on therapy for a few years, assuming education can wait. As a result, some children begin formal education as late as 8 to 10 years old, making it harder for them to grasp foundational concepts.
It’s important to recognize that therapy and education are interconnected. Learning should not be postponed; both can and should occur simultaneously
Q.3 How can mainstream schools become more inclusive for autistic students?
Ans: Inclusion isn’t about making autistic students fit a traditional mold; it’s about reshaping that mold to meet the needs of every learner. In Indian schools, this shift is essential.
First, awareness and training are crucial. Many teachers lack exposure to neurodevelopmental conditions like autism in their training, leading to confusion between behavioral issues and neurodiverse needs. Regular in-service training programs are needed to help teachers understand autism, recognize differences, and develop effective classroom strategies.
Next, schools must go beyond token inclusion. Simply admitting a child has autism isn’t sufficient. True inclusion involves dedicated special educators, visual aids, structured routines, and curriculum adjustments. Small changes, like providing extra time for tasks or quiet spaces, can significantly improve the learning experience.
Large class sizes and rigid structures are challenges, but affordable solutions like peer buddy systems and visual timetables can foster inclusivity. Schools should shift from a focus on “marks” to “meaningful learning,” prioritizing skill development and emotional well-being alongside academics.
Collaborations between schools and therapy centers are essential for coordinated support, and involving parents as active collaborators creates a strong support network. Ultimately, nurturing an inclusive culture through regular activities that promote empathy and respect is vital. Inclusion is a right and a hallmark of a progressive education system.
Q.4 What are the biggest challenges special educators face while teaching autistic children?
Ans: Teaching autistic children is a rewarding but challenging journey that requires patience and flexibility. Each child is unique; some may be verbal while others are non-verbal, and their interests and focus levels vary greatly. Special educators must adapt their teaching methods to meet these individual needs.
Communication plays a vital role, especially with non-verbal children, who may rely on pictures, gestures, or specialized apps to connect. Many children also face sensory issues, where loud sounds or bright lights can lead to meltdowns. Handling these situations requires calmness and knowledge of the child.
Collaboration with parents, therapists, and other educators is crucial for the child’s growth, although it can be difficult. Despite limited resources and heavy responsibilities, special educators remain committed to helping children learn and express themselves, finding great fulfillment in their work.
Q.5 What are some of the most effective teaching strategies for autistic children?
Ans: Teaching autistic children works best when we offer structure, clarity, and flexibility based on their strengths. Here are some of the most helpful strategies we use at Dakshinya:
Step-by-step charts and flashcards help children understand tasks and transitions. Predictable routines provide safety, and preparing for changes reduces stress.
Teaching is personalized, adapting to how each child learns, whether through touch, songs, play, or videos. Assistive technology, like communication apps and sensory tools, aids expression and focus.
We emphasize positive behavior support, using calm responses and positive reinforcement instead of punishment to build trust. Social skills are developed through role-playing, social stories, and buddy systems.
Collaboration with parents and therapists is essential, ensuring consistent support and communication, including with mainstream schools.
Q.6 How do you personalize learning plans for autistic students with varying needs?
Ans: Every autistic child is unique, so teaching them requires understanding their world, strengths, challenges, interests, communication style, and sensory preferences. This personalized approach begins with close observation and gathering insights from parents, therapists, and the child.
Based on this information, we create an Individualized Education Plan (IEP) with clear goals tailored to the child’s learning pace, whether they need support in speech, social skills, academics, or daily life skills.
Teaching strategies are adaptable, allowing for different learning styles through visuals, hands-on activities, or digital tools. We also make environmental adjustments, such as creating quiet spaces and incorporating movement breaks, to enhance comfort.
Collaboration with school counselors and teachers is essential for ensuring consistent support. This joint effort has proven successful, helping many children thrive. At Dakshinya, we regularly update each child’s learning plan and focus on uncovering their hidden talents, ensuring every child has the opportunity to grow and succeed.
As Autism Acceptance Month comes to an end, Jyotsna Waghmare reminds us that every child deserves to be seen, heard, and understood, not just in April, but every single day.
Her journey shows us that with love, patience, and the right support, autistic children can thrive and shine in their beautiful ways. Inclusion isn’t just an educational goal; it’s an act of humanity, of recognizing each child’s worth and potential.
In Part 2, Jyotsna will share more about creating sensory-friendly spaces, advice for parents who feel alone in their journey, and her dream for a kinder, more inclusive world. Because acceptance doesn’t end with a month—it begins with a change of heart.
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