Importance of support for child with Autism Spectrum Disorder
September 5, 2014 - Autism spectrum disorder (ASD) is a neurological development disorder which causes difficulties with social interaction and communication. The degree of the disorder varies from individual to individual; some individuals are high functioning while others have severe intellectual disabilities. The disorder is permanent and has significant effect on the individual, their families and caregivers.[1] Autism Ontario states that in Canada 1 in 94 children is diagnosed with Autism Spectrum Disorder (ASD)[2]. It is believed that this trend is increasing, however, the exact number is unknown due to the lack of statistics and the degree of the disorder.
The 2013 Annual Report of the Office of the Auditor General of Ontario states the National Epidemiologic Database for the Study of Autism in Canada indicated the number of people with autism in 2012 was 1 in 77 compared to 1 in 190 in 2003.[3] Meanwhile, the People for Education state that the number of students who received special education assistance has steadily increased over the last 15 years[4]. As a result, the need for programs and support for children with special needs is on the rise.
At the moment, neither Canada nor Ontario have autism action plans. As a result, there is no uniform strategy for the development of programs or services.[5] Currently, the Government of Ontario through the Ministry of Children and Youth Services has increased funding for services for children with autism, however, the number of children on a waiting list has increased by a greater amount. The Ministry’s primary support program: intensive behavioural intervention (IBI) is most successful the earlier the child starts programming (ideally before the age 4).[6] Unfortunately in Ontario, an ASD diagnosis can take four years.[7] This means the typical starting age of an IBI is around 7 years old.[8]
The majority of children with ASD are in a publicly funded school. The Education Act states that schools must have the necessary supports for children with special needs. However, the Annual Report found that most children with autism are placed in regular classrooms.[9] Consequently, the specialized needs of the student are not being met. A report recently released by the People for Education found that almost half of Ontario’s elementary schools and 40 percent of secondary schools recommended that students with special educational needs should stay home for part or all day.[10] Most schools do not have the necessary resources to fulfill the needs of children with ASD. At the moment, there is minimum training for educators when it comes to specialized supports such as working with children with autism. Around 60 percent of school boards reported that not all of their teachers who work with autistic students have formal training.[11]
This lack of support programs for children is not limited to schools. After school, recreational and summer activities and programs are also not equipped to meet the needs of a child with ASD. For example, summer camps have high school or university students with limited training working as counsellors. They have a small number of leaders per group of children such as 1 counsellor for a dozen children. This arrangement is not designed for the needs of children with ASD.
Raising a child with ASD places tremendous stress on the family. The lack of activities and supports means there is constant worry about finding a place where the child can belong and succeed. Parents are also told frequently that their child cannot be accepted into a program or that they have sent their child home. The constant rejection and lack of social activities negatively impacts the well-being of the child and family as a whole. The child and family can feel abandoned and isolated after being told they are not allowed to return to an activity.
A unified strategy (national or provincial) is required to address the situation of children and adults with special needs such as ASD. At the moment, services are offered by various ministries (Ministry of Children and Youth Services, Ministry of Education and Ministry of Health and Long-Term Care)[12], as well as through school boards, municipalities and organizations like Autism Speak and Autism Ontario. Policies and procedures are needed to coordinate and manage the delivery of different services and programs and to create performance indicators.
Experts believe that early diagnosis and proper support programs will reduce the need for supports and services in adulthood[13], and Autism Ontario states that “[early intervention is critical to the development” of an individual with Autism.[14]As a result, increased assistance in childhood for early diagnosis, specialized training for educators, after school and summer programs could help the government save on social assistance programs throughout the individual’s adulthood. Each child has a special gift and with proper support and guidance, the child can grow up to be an active member of society.
[1]Office of the Auditor General of Ontario (2013) Annual Report. Queen’s Printer for Ontario, p.52
[2]Autism Ontario (2014) Autism Ontario’s 2014 Election Document.http://www.autismontario.com/client/aso/ao.nsf/web/Election?OpenDocument.
[3] Ibid, p.52
[4] People for Education (2014) New Report Shows Special Education Challenges Continue.http://www.peopleforeducation.ca/pfe-news/new-report-shows-special-education-challenges-continue/, Posted April 28, 2014.
[5] Office of the Auditor General of Ontario (2013) Annual Report. p.57.
[6] Ibid, p. 53-55.
[7] Autism Ontario (2014) Autism Ontario’s 2014 Election Document.
[8] Office of the Auditor General of Ontario (2013) Annual Report. p.55.
[9] Ibid, p. 69.
[10] People for Education (2014) Special Education: A People for Education. Toronto, p. 5.
[11] Office of the Auditor General of Ontario (2013) Annual Report. p.71-72.
[12]Ibid. p.52.
[13]Ibid. p.55.
[14]Autism Ontario (2014) Autism Ontario’s 2014 Election Document.
Sources:
Autism Ontario (2014) Autism Ontario’s 2014 Election Document.http://www.autismontario.com/client/aso/ao.nsf/web/Election?OpenDocument.
CTV News (2014) Why Ont. students with special education needs are being told to stay home
http://www.ctvnews.ca/canada/why-ont-students-with-special-education-needs-are-being-told-to-stay-home-1.1795254#ixzz33bDfTJdq. April 28, 2014.
Office of the Auditor General of Ontario (2013) Annual Report. Queen’s Printer for Ontario.
People for Education (2014) Special Education: A People for Education. Toronto, p. 5.
People for Education (2014) New Report Shows Special Education Challenges Continue.http://www.peopleforeducation.ca/pfe-news/new-report-shows-special-education-challenges-continue/, Posted April 28, 2014.
Authored by Julien Bonin, researcher, Northern Policy Institute