The National Autism Recovery Education Paradigm asserts that the process of learning and recovery is simultaneous and should be combined in institutions of public education serving autistic individuals. Rather than attending special schools which are hard to find, expensive, require moving or boarding a child, and may not incorporate a recovery model, The National Autism Recovery Education Paradigm is based on the right to free and appropriate public education, seeking to redress "appropriate" aspects of educating autistic individuals.

The National Autism Recovery Education Paradigm asks parents, teachers, and therapists to partner on behalf of a child with autism for the express purpose of attaining recovery. The National Autism Recovery Education Paradigm is based on recovery level and is structured to meet the needs of all, including the most profoundly autistic child. The goal is sufficient rehabilitation to enter mainstream education without compromising the student or system within 36 months from entrance into program.

Safety: Because many severely autistic children have severe communication deficits combined with significant safety issues, creating a safe environment provides parents and teachers peace of mind. In the event that a child inadvertently leaves the classroom unsupervised, all classrooms housing autistic children should be surrounded by a tall perimeter fence with a childproof gate latch. Meeting the safety needs of the autistic child is part of a free and "appropriate" education. It is the first step in creating appropriate learning environments for autistic populations.

Chemical-free Classrooms/schools: Because autistic children have chemical sensitivities, the recovery-oriented educational model calls for classrooms and schools free of chemicals. This includes using natural, non-chemical cleaning agents, maintenance products, and lawn care products. Additionally, scents used on one's person, such as scented soap, deodorant, perfume, and hair spray, as well as scents in the classroom, including air fresheners, scented ink makers, and scratch-and-sniff products, would be permanently avoided.

Structuring a Recovery-Oriented Curriculum

Goal: As stated above, the goal of recovery-oriented curriculum is sufficient rehabilitation to enter mainstream education without compromising the student or system within 36 months from entrance into program. Program entrance will usually correspond with cessation of services from the Early Intervention Program due to age limitations; thus, children in most states would enter recovery-oriented curriculum at 3 years of age, or thereabout, depending on child's age at time of diagnosis. The good news is that if a child entered recovery-oriented curriculum at age 3, he could be sufficiently rehabilitated to enter mainstream education with his peers at age 6. The ability to successfully matriculate with normally-developing peers - verbally, socially, intellectually, and behaviorally - is the goal of recovery-oriented curriculum.

A recovery-oriented curriculum honors the students' recovery needs, such as dietary specifications, while reaching child on his level. Recovery-oriented curriculum asks parents, teachers, and therapists to form a recovery team on child's behalf, working very closely together to support each other and the child in achieving the dream of recovery.

Curriculum Levels

Beginning: Beginning recovery curriculum level corresponds with severely autistic children possessing no verbal, learning, or self-help skills. Students in this category have extreme sensory integration issues, tactile defensiveness issues, and often demonstrate safety issues. Curriculum is generally concerned with achieving and maintaining a stable state. Emotional content includes securing and keeping the child's trust; comforting the frightened or overwhelmed child; and finding what reaches the child (e.g., airplanes, trains, animals, etc.) and following, and building on, the interest as much as possible. Because most autistic children are very visual, it is suggested that parents, teachers, and therapists learn and use sign language in all communications with the child as it will help him integrate the spoken word and may lead to him practicing sign language as a communication device. Student/teacher ratio: 1:1. (Note: A trained student aide could be substituted for a teacher, allowing one teacher to oversee four or more children at the beginning level. Additionally, a parent could serve as his child's aide, giving the recovery team greater access to each other in meeting the child's needs).

Intermediate: Students at the intermediate recovery level have developed language skills, demonstrated learning abilities, possess self-help skills, and possess rudimentary social skills/interests. Students now share a structured learning environment with peers and are learning socialization as well as intellectual concepts and language refinement. Sensory integration issues, tactile defensiveness, and safety issues are moderate. Student/teacher ratio: 2-3:1.

Advanced: Students are functioning at near-normal levels regarding verbal and expressive skills. Social and coping skills are readily apparent. Ability to receive and execute verbal and written instruction is readily apparent. Sensory integration is complete. Tactile defensiveness has vanished. Verbally, socially, intellectually, and behaviorally, advanced students are functioning at levels very near their normally-developing counterparts. Student/teacher ratio: 4+:1.

Conclusion

Autism recovery is possible and will become more prevalent as institutions that serve autistic children adopt the recovery model. When parents, teachers, and therapists form recovery partnerships, an unbroken circle of care is formed, exponentially increasing the likelihood of rehabilitation. Children feel more secure and cared for as the routine embraced at home is continued at school and as the people he trusts and relies on support and embrace each other on his behalf.

If you would like more information or assistance in developing an Autism Recovery Education Model for your child or your school, please contact me at (970) 375-2104 or by e-mail at autismrecovery@frontier.net. Thank you.