Autistic Student's Resentment Towards Educational Inequity

“I always resented the fact that I had to “earn” my place in regular education just because I am nonspeaking while all the other students who couldn’t care less about school got a free pass to a real education.” 

Understanding Kayla's Perspective

Kayla may not have speech, however, she has learned to type out her thoughts on a keyboard, with the help of trained communication partners.

Access to reliable communication eventually led her on a path toward the education she always dreamed of.

She sheds light on the challenges faced by nonspeaking individuals within educational systems that often prioritize verbal communication. The inequities in how educational opportunities are distributed run rampant.

Kayla leads us toward some of the most critical issues in communication & education access:

• Value of Speech Vs. Communication: In many educational environments, the ability to speak is often equated with intelligence and capability. Kayla's experience challenges this assumption, as her intelligence and potential are not diminished by her nonspeaking status.

• Systemic Flaws: It is time we ask important questions about how students are assessed and the criteria used to determine who deserves access to quality education.

• Barriers to Inclusion: This exclusion can lead to a lack of resources, support, and understanding from educators and peers.

How Can We Help Nonspeaking Autistic Students gain more Educational Opportunities?

Kayla's experience is not unique. Many nonspeaking autistic students encounter similar obstacles. As individuals, we can increase our actions, to do what we can to make these much needed changes:

• Acknowledge Our Misunderstanding of Abilities: There is often a misconception that nonspeaking individuals lack cognitive abilities. This misunderstanding can lead to lower expectations and fewer opportunities for advancement. Raise your expectations for what is possible.

• Introduce Alternative Communication Methods: Effective communication methods, such as typing, using assistive technology, and and text-based letterboards are crucial for nonspeaking individuals to express their thoughts and engage in the learning process. Provide access to text-based tools in educational environments, with a focus on purposeful gross-motor movements.

• Advocate for Inclusion: Kayla's quote serves as a call to action for educators and policymakers to advocate for more inclusive practices that recognize and accommodate diverse communication needs. Find those who are open and put your energy there.

Conclusion

Kayla's poignant words reflect a broader societal issue regarding the treatment of nonspeaking individuals in educational settings. Her experience urges us to reconsider how we define access to education and the importance of valuing all forms of communication. By addressing these inequities, we can work towards a more inclusive and equitable educational landscape for all students, regardless of their communication abilities.

Kayla contributed to our Adapting Academics module. She opens the module with a video presentation and gave us feedback on the entire module.

Check Out Kayla's Module