You're Going to Love This Kid!: Teaching Students With Autism in the Inclusive Classroom

Neurotypical syndrome is a neurobiological disorder characterized by preoccupation with social concerns, delusions of superiority, and obsession with conformity. Neurotypical individuals often assume that their experience of the world is either the only one, or the only correct one. NTs find it difficult to be alone. NTs are often intolerant of seemingly minor differences in others. When in groups NTs are socially and behaviorally rigid and frequently insist on the performance of dysfunctional, destructive, and even impossible rituals as a way of maintaining group identity. NTs find it difficult to communicate with persons on the autistic spectrum. NT is believed to be genetic in origin. Autopsies have shown the brain of the Neurotypical is typically smaller than that of an autistic individual and may have overdeveloped areas related to social behavior.

Even though I am "neurotypical" I understand this point of view! Ms. Kluth encourages teachers to see. "Not seeing is not a positive response to difference. Recognizing, however, and doing our best to understand how differences affect students' lives and educational experiences, helps us to better know and serve each individual student." She emphasizes a strength-based perspective to not only instruct students, but to preserve their dignity, scrutinize plans that do not help the student's needs, and to connect with families and incorporate them to the student's advantage. In fact, shared responsibility for solution-building can come from home, and families appreciate it. "Brainstorming together is an energizing process," writes one parent. "It can make assessment and planning look more like a celebration and less like a funeral. The focus of the discussion becomes giving families normal life opportunities rather than creating `near normal' children." Ms. Kluth interprets `local understanding' that families have of their child, meaning "a radically deep, intimate knowledge of another human being." Parents can help with behavior and likes/dislikes because of their knowledge.
Plans for classrooms that work with students with autism are suggested. Types of the disorder can influence the behavior of each individual; there is no `typical' autistic, and the author illustrates the benefit of taking the effort to find likes/dislikes of each person. For example, the chapter `Friendships, Social Relationships, and Belonging' breaks the myth that autism is a lonely affliction. Peer support is vital, dialoguing is important (especially for the individual who has been rewarded for compliance and quietness all of their lives), and opportunities for both in the school community is essential. Quotes from this chapter are filled with relief upon being accepted with the unique and different traits of autism.
The author encourages teachers by giving them power to assume: "The rule should always be, when in doubt, assume that students can learn and want to communicate. We have no other choice." I think this is an important process to teaching, to have faith in the student's abilities, whether actuated or not, by default (and not just with autism).
"Teacher as talent scout" is the tone found throughout the book. Often articles and books treat autism with such a clinical, aloof approach that humanity is divorced from the process of instruction. The author encourages teachers to try, attempt, and try again, and may success stories are illustrated.
There is also a matter-of-fact sensibility to some of the situations a teacher will face."Many students with autism (and many without) have items they carry with them for comfort." An instructor, realizing that this is important to the student and not just an eccentric behavior classroom disturbance, can move on from there. Ms. Kluth reiterates this point-that the motive of a child is not to disturb the environment with repetitive words or gestures or preferences, but that they are oftentimes triggered by something to act this way. Is the routine disrupted? Is there a noise/smell/sensation that is painful to the child? Are they distressed in some way and unable to communicate this?
How we label people can contribute to how we view them:
We like things. They fixate on objects.
We try to make friends. They display attention-seeking behavior.
We take breaks. They display off-task behavior.
We stand up for ourselves. They are non-compliant.
We have hobbies. They self-stim.
We choose our friends wisely. They display poor peer socialization.
We persevere. They perseverate.
We like people. They have dependencies on people.
We go for a walk. They run away.
We insist. They tantrum.
We change our minds. They are disoriented and have short attention spans.
We have talents. They have splinter skills.
We are human. They are ??

Autism is a difficult thing to comprehend. I wish this book could be on the reading list of future teachers so that their understanding of this disability is more complete. I wish that more books about children with special education needs could be written in the same positive, refreshing and useful style. My wish for my nephews, all autistic, would be to have educators that have the same attitude as Ms. Kluth's.


A dynamic and absorbing read   June 11, 2005
Robert A. Naseef (Philadelphia, PA USA)
22 out of 24 found this review helpful

A book dedicated to guiding the teaching of students with autism in the inclusive classroom is long overdue. You're Going to Love this Kid!: Teaching Students with Autism in the Inclusive Classroom is a landmark work by Paula Kluth, Ph.D., an Assistant Professor in the Department of Teaching and Leadership at Syracuse University. She has been a special educator and inclusion facilitator and currently consults with school districts across the country. In her book, she provides ready-to-use strategies for including students with autism in both primary and secondary school classrooms. First-person accounts of students' autism give readers insight into the experience of having autism and show educators how to adapt classrooms to support student participation in class work, school routines, social activities and more.

This volume is unique in many ways in the world of teacher education. It focuses exclusively on inclusive education as both ideology and pedagogy. Communication, behavior, and learning problems are understood in context and within relationships. Useful strategies for teachers, administrators, therapists, counselors, etc. are included. In addition, the voices of students with autism spectrum disorders are featured in a sensitive and enlightening fashion. As the author notes, "...these students are often a catalyst for change and creativity. Specifically, including students with autism may help teachers think more carefully about the choices offered to students: the design of the lesson; the ways in which students can participate in teaching and learning; and the comfort, engagement, and opportunities for all." (p.31)

Kluth shows educators how to adapt their classrooms to support student participation in classwork, as well as school routines and social activities. The author skillfully weaves relevant research with lessons learned from her teaching experience to give readers a comprehensive approach with specific ideas that are both pragmatic and creative for:

* understanding the attitudes, values, and actions that support inclusive schooling
* connecting, communicating, and collaborating effectively with families
* enhancing literacy by adapting reading materials, using visuals, and tapping in to student interests
* planning challenging, multidimensional lessons that encourage all students to participate and help students reach their individual goals
* supporting student behavior in sensitive, positive ways
* fostering friendships and social relationships between students with and without autism
* adapting the physical environment for students with autism who may have heightened sensitivity to factors like temperature, sounds, and smells

Meeting students "where they are" at every turn makes You're Going to Love this Kid! philosophically compatible with the concepts of "Floortime" and the DIR model. Furthermore, the language and practices of inclusive education go a long way towards responding to the diversity that exists in every classroom. The weakness for this reader is the incomplete treatment of how to handle the nonverbal child with autism who does not have a reliable communication system and whose behaviors can be extremely challenging and even disruptive to the classroom as a whole. One gets the impression that all specialized settings and self-contained classrooms are obsolete. Another stumbling block that needs more consideration is the resistance to accepting inclusive education in a school culture that is often competitive, individualistic, and authoritative. As we can see all too clearly in the world around us, culture changes slowly and only with respect and patience for the other's point of view.

On the whole, Kluth's book is a dynamic and absorbing read that gives educators a humanistic perspective on understanding students with autism - and helping them participate as fully as possible in every aspect of classroom life. The author's aspirations encompass the whole classroom--that all learners feel safe, comfortable and capable. Towards this objective, Kluth provides astute guidance in preparing teachers and students for inclusive schooling. Learner-centered, multi-dimensional perspectives for effectively educating kids with autism, their peers and their teams come to life. Paula Kluth intelligently embraces the full spectrum of team, family, and learning perspectives.
While the primary audience for this book is classroom teachers, parents and other professionals working in partnership on a child's team will find this volume comprehensive and extremely valuable.


Robert Naseef, Ph.D. is a psychologist specializing in families of children with special needs in the Philadelphia area and on the Internet at [...]. He is the author of "Special Children, Challenged Parents: The Struggles and Rewards of Raising a Child With a Disability" (2001, Brookes Publishing.

Voices from the Spectrum: Parents, Grandparents, Siblings, People With Autism, And Professionals Share Their Wisdom

Special Children, Challenged Parents: The Struggles and Rewards of Raising a Child With a Disability

Living Along the Autism Spectrum: What Does It Mean to have Autism or Asperger Syndrome?



A must have for those who want inclusion!   September 9, 2003
M. Manternach (Iowa,United States)
12 out of 12 found this review helpful

This was a wonderful book! As a parent of a child with autism, I found so many practical ways to help his classroom teacher adapt her curriculum to meet my son's needs and keep him involved in the class. I recommend this book to parents who have been told by administration, " We don't do inclusion here"! This is proof that you can do it and do it well. I had the pleasure of hearing Dr. Kluth speak and her enthusiaam for helping our kids is infectious! If you get the chance, don't miss her for the world! Definitely one of the best workshops I have ever attended! She not only gives you ideas, she has you role play them so you can see them in practical use!


Real help for real teaching   April 4, 2003
9 out of 9 found this review helpful

This work is amazing! For the first time I really understood how to deal with the challenges of autism in a general ed classroom. Dr. Kluth's writing style, insights and overall approach is incredibly helpful and engaging. This book is a must for all teachers who are blessed with students with autism.