Special Education: Focus on Autism

About two decades ago, there were just three classes in Gwinnett County schools teaching children with special needs related to autism. Today there are more than 2,400 teachers in special needs classes throughout the entire district, and for good reason.

Some 17,400 students are enrolled in special needs classrooms in Gwinnett County schools, and like so many other districts, officials are seeing a surge of children diagnosed with autism. There are currently about 1,500 students in the district diagnosed with autism. In just the past three years, there has been nearly a 20 percent hike in students with the complex brain disorder, which affects the way children perceive the world, and how they communication and interact with others.  

Christine Ferrell, vice principal over special education at Snellville’s Pharr Elementary, believes that her school is one of the strongest in the county when it comes to programs focused on autism. At the school, there are nine out of 16 teachers special education teachers are devoted specifically to autistic students.

“If a student with autism needs only mild assistance in a self-contained classroom, we are the school in the cluster that has that program,” Ferrell said. “We offer all the services on the continuum, and our teachers are excellent.”

In addition, the University of Georgia often sends students to Pharr Elementary for internships because of the strength of the school’s special education program. Parents say they are appreciative of the school’s dedication with their children, and they have fond memories of their experiences at the elementary school.

Mary O’Connell, who teaches at Pharr Elementary, recalled one such parent and child she first met at Annistown Elementary When the parent first arrived to Gwinnett County schools, her son was not toilet-trained, and he could not hold a conversation, though he could repeat words.

Within six weeks, O'Connell and the parent could see progress. Special “lunch bunch” events were created to help the child with social skills, and by the first grade, he was placed in mainstream classes. Since then, he has not regressed.

O’Connell recalled the student saying that “he really hoped he could come to lunch bunch every time, just like last year,” not realizing that the whole purpose of the class was to support him.  He and O’Connell transferred to Pharr at the same time.  

“We have been very blessed with all of our experiences so far in Gwinnett,” the mom said.

Autism and Diagnosis

According to Autism Speaks, autism is a general term used to describe a group of complex developmental brain disorders known as Pervasive Developmental Disorders (PDD). Asperger’s Syndrome, Rett Syndrome, and Childhood Disintegrative Disorder are other forms of PDD. This combined group is referred to as Autism Spectrum Disorders.

Today, 1 in 110 children are diagnosed with some form of autism.  Boys are more frequently diagnosed with autism, and current estimates say that 1 out of 70 boys in the United States has the disorder.

April 1st marked the beginning of Autism Awareness Month, a month devoted to raising awareness on the issues affecting those with Autism Spectrum Disorder. 

It is unclear what causes autism, but it is believed to be a combination of genetic and environmental factors. A diagnosis for autism is usually done within the first three years of life and is based off of observation and educational and psychological testing, according to the website Autism Speaks.

Some symptoms are a failure to make eye contact, lack of facial expression, body language and other non-verbal behaviors, a lack of social interaction, significant language delays, and a delayed ability to initiate conversation with others. Extreme lack of flexibility in regards to change and repetitive behavior are also strong indicators. 

Strategies for Success

“We try and provide strategies for the child so they don’t have behaviors that impede their learning,” O’Connell said. This includes things like visual schedules, social stories, and the sensory room, which has items like a trampoline and a ball pit. 

Stacy Rhine, the mother of a 7-year-old at Pharr Elementary, describes the need for a sensory room.  Her son has Asperger’s Syndrome, a mild form of autism that centers on impaired social skills. Rhine’s son, Tyler, is hypersensitive, and when he becomes frustrated he does not always know how to express it.  Rhine describes this as a “melt-down.” 

Pharr’s sensory room is a form of preventative therapy designed to give the students physical relief for mental frustrations. Sometimes, a child needs a weighted blanket placed on him for security and peace of mind, while other times he needs to be physically active and jump on the trampoline.  

Apart from the social impairment, Tyler is an incredibly gifted student.  He can already read at a twelfth grade level.  He is involved in Boy Scouts and swimming, two social activities that are individualistic and yet still require socialization.   

“In Gwinnett County we are able to meet the academic and behavioral needs of autistic children,” O’Connell said.  “They will be served according to their needs and in the least restrictive environment. In other counties, they are often put in regular classes whether they can handle it or not.”

In addition to the 2,425 special education teachers, there are 527 paraprofessional dedicated to Gwinnett County’s special education program. The district budget for special education this year is $193.3 million. That’s an increase of $2 million from 2010 and $4 million from 2009.  This includes federal, state, and local funding.

Jeaunett Schnupp, mother of a former student at Parkview High School, attributes much of her son’s personal growth to the school district focus on special education needs.

Her son, Gregory, was diagnosed with a brain stem injury at birth and has a neurological disorder; his symptoms are similar to those for autism. In the first six years of his life, Schnupp said she saw progress in her son, but after a traumatic surgery and subsequent seizures, he lost many of the skills he had regained.

His teachers were the first to notice the regression. Gregory attended Gwinnett County schools the entire time he was in school and loved it. At 22, he graduated from the district, thanks in part to early intervention.

“We learned together in the special education department,” she said, “and I am very grateful for it."

"We grew up together," she added about Gwinnett County and its special education programs. "The best years were where we worked together as a team.”

If you would like more information in autism, please see the resources below:

• The Gwinnett FOCUS Group is organized by Jeaunnett Schnupp and welcomes new parents who need support. 
• The Spectrum Autism Support Group was established in 1998 by parents of autistic children in Gwinnett County. Mary O'Connell helps to lead a summer program there.
• Department of Special Education in Gwinnett Schools can be reached at 678-301-7110.
• There will be an Autism Walk at Pharr Elementary 9 a.m., April 16. You can fill out a registration form at www.HelpFillTheGAP.org.