Children with autism, especially low functioning autism have trouble expressing what they want to say through speech, writing, or gestures. When these children cannot express themselves in traditional ways, they often choose other forms of expression. They may use idiosyncratic and unconventional means to communicate such as self-injurious behavior and echolalia. The child may also attempt to communicate through facial expression, body movement, posture, vocalization, crying, tantrums, etc. This behavior indicates that autistic children may be motivated to communicate but are limited to their use of conventional signals and in their inability to consider what the listener needs to know to understand their message (Berkell, 1992).
These attempts at communication are frequently seen by parents and professionals as behaviors that need to be eliminated, when in fact the child is trying to communicate and becomes more and more frustrated when his or her communication is misunderstood. If, instead, the child's attempt to communicate can be acknowledged and expanded, difficult behaviors may begin to decrease. One of the greatest advantages to sign language programs is that, through them, it is possible to teach the child how to express his needs and wishes. It is an enormous accomplishment when a child can simply sign "finished" rather then having a temper tantrum.
Sign language has been suggested as another alternative means of communication for the approximately 45,000-55,000 nonverbal autistic children in the United States (National Society of Communication for Autistic Children 1978). This form of communication has been successful for many reasons. First of all, the idea that for some autistic children, the use of simultaneous communication (a procedure in which the therapist accompanies each sign with the corresponding spoken word) might trigger or facilitate speech development. Secondly, it has been suggested that although many autistic children have difficulty understanding spoken words, they seem to better understand gestures. A third advantage to sign language is that a parent or teacher can easily help by molding the child's hands into the correct sign for a given word. Fourth, there is often a concrete relationship between the sign and it's referent. And finally, it has been mentioned that even though these autistic children are not deaf, a child who has acquired sign language can potentially be placed in a classroom and/or community for the deaf thereby increasing opportunities for academic, vocational, and social development.
Based on the work of Brown et al. (1979), instructional programming should be focused on building a range of skills needed to function productively in these classrooms and communities and often even society's mainstream. The three major curricular areas include; life skills for integrated community living, vocational preparation, and functional academics (Berkell, 1992). These three areas provide a framework through which curriculum theory may be studied.
Here are fourteen basic steps suggested by Linda Hill Brand and C.D. Webster in the book Autism, New Directions in Research and Education. These steps are intended to advise parents, teachers, and child care workers on how to teach sign language.
Adults with autism working in libraries, with computers, in food service establishments and many other settings are evidence that they can be productive adults if given appropriate instruction. Too many education programs, however, do not recognize the unique strengths and deficits of this puzzling group of learners. It is essential to look at each student uniquely and work with them at their appropriate level, staying focused the whole time on that specific child's needs, desires, and potential abilities.