Communication Of The Autistic Child

Do you know that anguish we feel when we are trying to explain something to someone and that person can not understand anything, nothing we talk about?

And more or less the same feeling of when we travel and English is not as good as we imagined and then you realize that you do not understand anything that the other speaks.

These two examples call into question effective communication and remind us how important it is to know how to listen and how to express.
When a noise occurs in the communication scheme we feel bad, we are embarrassed or even irritated by such situations. And you know why?

The Power of Communication

Because communication always had and always will play a very important role in people’s lives, because through it, we share feelings, knowledge, information and interact.
The act of communicating is a vital activity for living in society and requires someone to transmit information and another to receive it by interpreting it.

Source: Google

A set of gestures, sounds, signals, and feelings are involved between those who
communicate and, often, the way people interpret these codes, can make communication a succession of misunderstandings.
The teacher says one thing and the student realizes another; The mother asks the child for something, and the child interprets in a different way, that is, in the processes of communication between people it is natural that this happens, however, in the case of children with autism , this can be even more complicated due to Inability to communicate.

Communication of the autistic child

Instead of saying I do not want to, the child with autism can be aggressive because he has
difficulty speaking, expressing or making known what he feels and thinks.
In this way, it is possible to reflect that in autism, communication and behavior can be interconnected, therefore, the importance of being attentive to the way in which this communication occurs with our student in the learning process.

A disturbing example is the vocabulary we use when asking children to do some exercise or activity.

We ask the student to spell, circle / surround, draw, write, enumerate, anyway, does he know what it means to circle or circle a word? And there may be one of the most common misunderstandings, we think that the student does not learn, and not truth he does not understand the meaning of what the teacher asks.
In situations such as the one described above, it is likely that the child will disorganize or dispense a much longer time for the accomplishment of that task, due to this “possible misunderstanding” about the activity statement, thus generating a difficulty in communication between teacher and student And even problems in this child’s behavior.
There is an anxiety that is good and natural for parents and teachers to know the best method to teach children with autism, suggestions for strategies, resources and so on.

However, there is something that needs to precede this concern, which is to understand the behavior of this student.

Observe and meet your student

Why is my student aggressive?

In what situation does this aggression occur?

In what place?


Who are the people involved?

How can I understand oppositional behavior?

Why does not he do this activity?

How does he communicate?

What does he like or dislike?

What are your favorite toys? 

These and a dozen other questions can help the teacher construct a map of the
characteristics of this student to draw up guidelines that allow him to organize and plan the pedagogical work, always with the collaboration of the family and the therapists involved.

Record the behavior

What can bring the dialogue between this triad; Family – school – therapists and also facilitate much in communication among all, are the records of that child. That’s it! Record your child’s behavior by reporting experiences, suggestions, sharing something successful, or even asking for help!

You can do this in in individual records.


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Acting in the perspective of inclusion, you need many barriers to be broken!
The barrier of fear, so we can interact and safely approach the child with autism when it presents some aggressive behavior.
The barrier of insecurity when we think we are unable to work with these students.
The barrier of communication, or absence of communication, when we can not perceive what our student wants to tell us. The barrier of disbelief when we do not believe it is possible to teach in
difficult and diverse contexts .
Amongst so many other barriers that we can find, the main one to overcome is that of
unbelief, for BELIEVING is the key word in this discussion.
It will be our belief that will mobilize us to know more, to study and learn more, to seek help, to trust in ourselves and to go forward!
May all have great challenges!

Read more in:  The inclusion of the student with autism

Text: Luciana Fernandes Duque for . Luciana doctoral student in Special Education – Faculty of Human Motricity at the University of Lisbon – Portugal, Master in Education – Developmental Disorders at Mackenzie Presbyterian University, Psicopedagoga Clinic and Pedagogue with extensive experience Inclusive Education. She is the author of two books, one about school inclusion and another about student teacher relations. She is responsible for the fanpage Luciana F Duque Psychopedagogy and Inclusion.