Creating a Mediating Literacy Environment for Children with Autism - Ecological Model

Abstract

Positive long-term outcomes for individuals with autism spectrum disorders are strongly correlated with social communicative competence (National Research Council, 2001). Thus, when developing a comprehensive educational program, intervention should be across everyday social contexts and a range of social partners', not just the initial teaching situation. Although a range of methodologies call for the implementation of supports at specific times of the individuals day, vulnerabilities in social communicative competence are evident across every activity, every social partner and every social contest (Rubin et al, 2009. P-195). Literacy in this broad sense is a vital tool for students with autism to understand their lifeenvironment and integrate in the community as adults (Alberto et al, 2007). Therefore we extend the meaning of "literacy" in the context of autism beyond the ability to read and write texts, to the more fundamental processes of production and reception of information between the individual and the environment, which fulfill communicational, social, educational and recreational needs. Theoretical literature emphasizes visual perception as a major way of learning for students with autism, and is crucial in the development of literacy. Interest in the literacy experiences and achievements of children with autism is relatively new. The impetus for this interest has evolved from a variety of sources, including the inclusion of more children with atypical levels of disabilities into the general education schools (Kaderavek and Rabidoux, 2004, p-237). Despite the increased attention directed to promoting literacy for inclusion, we currently have limited theoretical and practical models. The goal of this chapter is to present a working model that illustrates the process of constructing a visual literacy environment in an inclusion program at a school for autistic students over the course of five years. The model development is the product of a systematic thought process and it has important contribution in a few fields: 1. The educational model is the main outcome granted by the school to the Special Education system. The model can be easily replicated as a consequence of the methodological display of its components. 2. A common language: the educational model insures that the communication will be based common use by of the of teaching methods by the school staff.