Section 4
Strategies for Supporting Minority Families of Children with Autism
Strategy 1: Develop a Multidisciplinary Team
Both parents and educators have a responsibility to support the needs of children with autism. Among minority children, the needs may be even greater. Following the diagnosis and eligibility for services (early intervention or school-based), one of the most important steps is to develop and convene a multidisciplinary team who will plan the appropriate services. Many families of color report that they do not feel like a team member during Individualized Education Program (IEP) and Individualized Family Service Plan (IFSP) meetings.
Read more here, from the IRIS Center about the importance of developing a strong Multidisciplinary Team.
Activity Break
Review the vignette below about Michelle and try to answer the questions…
Michelle is a fifteen-year-old tenth grader diagnosed with high-functioning ASD. Michelle is bright and funny and often outspoken with adults and her peers. She has a good memory and the ability to recall details about all things related to outer space. Although this can lead to interesting conversation, Michelle has a hard time taking cues from her audience when they are tired of a particular subject. She perseverates when the other kids would prefer her to stop. Michelle also displays behaviors that the other students consider strange, such as rocking back & forth in her chair and violating others’ personal space by standing too close when talking to them. All these behaviors present challenges when Michelle is trying to make friends at school. Even so, she loves to be around her peers and would like to participate in a school club or team. However, because she lacks organizational skills, she often misses the deadlines for signing up or trying out.
Would this student have an IFSP team or an EIP team?
Who are the required members for this team?
Identify at least two additional members that might be on this team… Why would you include them?
Strategy 2: Instructional Considerations
It is critical for educators to embed evidenced-based practices into their teaching, to better support learners with autism. It is also critical for parents to understand how these evidence-based practices translate to home-environments. To learn more about effective instruction for children with autism, please read through the Instructional Considerations on the Iris Module.
Instructional Considerations for Minority Families
For Educators…
- Dispel assumptions. First, it is important to dispel any assumptions that you may have regarding family communication style, family values and beliefs, and family dynamics.
- Acknowledge cultural beliefs. Second, recognize and value the cultural beliefs and practices that are already embedded in the daily lives of African American families
- Demonstrate culturally responsive techniques. A third strategy is to demonstrate therapy techniques in a manner that feels most comfortable to the family members.
- Acknowledge diverse needs. Finally, a fourth key strategy is to be aware of and flexible to the diverse needs and resources of African American families. In 2010, nearly forty percent of African American children under the age of 18 were living in poverty. Given these societal disparities, African American families may not have access to resources that may impact the parent-SLP partnership. Building a solid partnership with parents involves consistent communication, persistent involvement, and trust
(Citation: Pearson, Hamilton, & Meadan, 2018)
For Parents…
- Build your own knowledge
- Compared to many other disability categories, autism is still a relatively new. It is important for parents/family members to develop knowledge and understanding about what autism is, so they are better prepared to support their loved ones.
- Apply knowledge
- Once parents/caregivers build knowledge of autism, and evidence-based strategies for supporting individuals with autism, you can start to apply that knowledge by seeking access to appropriate services, joining support groups, developing goals for home and school-based supports, effectively communicating these goals with educators and service providers.
- Dispel myths and stigma.
- Building and applying knowledge also strengthens parents’ and caregivers’ capacity to share that knowledge with others, and help extended family members, faith communities, etc. develop a better understanding of autism.
- Be empowered
- When you gain knowledge, apply knowledge, and share knowledge, you are powerful!
- Advocate
- When you activate your empowerment, you have one of the greatest tools for access to services: ADVOCACY.
Strategy 3: Utilize Resources
Review the following set of resources from the Organization for Autism Research (OAR), a parent-led organization that focuses on applied research and providing free high-quality, practical resources and information for self-advocates, parents, autism professionals, and caregivers.
For Educators…
- Visit the OAR Teacher’s corner to learn more about specific strategies for supporting students with autism in the classroom
For Parents & Caregivers…
- Visit OAR’s Support for Families page to learn more about strategies and tips for supporting children with autism in the home and community.