When Brender was just 18 months old, Liza, his mom, knew something was very different about him. While other toddlers would interact with each other at the day care center, Brender would not. He would not look at the other children, nor would he smile. When anyone tried to move him from his place, or take away his favorite green plastic blocks, he would scream so loudly that it appeared he might go into convulsions.

After many visits to the pediatrician and many rounds of tests, it was determined that Brender had a form of autism. According to the Centers for Disease Control (CDC), what Brender suffered from was one of a group of disorders known as autism spectrum disorders (ASDs). ASDs are developmental disabilities that result in impaired social interaction and communication. ASDs are also typified by the presence of unusual behaviors and interests.

Many of Brender's behaviors were connected with Asperger's Syndrome (http://www.webmd.com/brain/autism/tc/aspergers-syndrome-symptoms). After speaking with the pediatrician and obtaining information, Liza soon realized that Brender was likely to have difficulty in a typical, traditional educational setting; the schoolhouse scene would be difficult for him.

According to WebMD, children with Asperger's Syndrome may exhibit the following behaviors and cognitive challenges: (http://www.webmd.com/brain/autism/tc/aspergers-syndrome-symptoms)

• Not pick up on social cues and may lack inborn social skills, such as being able to read others' body language, start or maintain a conversation, and take turns talking
• Dislike any changes in routines
• Appear to lack empathy
• Be unable to recognize subtle differences in speech tone, pitch, and accent that alter the meaning of others' speech. Thus, your child may not understand a joke or may take a sarcastic comment literally. Likewise, his or her speech may be flat and difficult to understand because it lacks tone, pitch, and accent.
• Have a formal style of speaking that is advanced for his or her age. For example, the child may use the word "beckon" instead of "call" or the word "return" instead of saying "Come back."

After Liza was able to obtain her initial information, she worried about the future.

What happens when autistic children reach their teen years? Where can they study? What happens when they grow to be adults? Are they still considered autistic?

Autism is in the rise. According to the CDC, one out of 150 individuals from all socio-demographic groups is affected by ASDs (http://www.cdc.gov/ncbddd/autism/overview.htm). There are competing theories about why the number is increasing. Some claim the number is not increasing at all — that it is something that has always present in our society, but we never had a clear-cut label to define it. Others say it's on the rise, and they blame childhood vaccinations. Others blame food additives, while others point to environmental toxins and overstimulation due to our fast-paced world.

Whatever the issue, the rising number of children, teens, and adults with autism is stretching the resources of schools and entire communities. As the children turn to teens and adults, there is a tragedy in the making as some autistic adults are unable to participate fully in society, and may fall prey to drugs, alcohol, crime, and ultimately prison. Clearly, an education program that offers hope would be a blessing.

Liza found that traditional school settings are very difficult for children with autism. Not only is it difficult for them to focus on classwork because of the numerous distractions in the world around them, they are often targets of bullying and ridicule. In the past, it was very common for an autistic child to go to a special school for the developmentally disabled. They would rarely graduate. Even the austistic teen-agers who had very high test scores in cognitive functioning, and who showed an aptitude for certain tasks, fell by the wayside and failed to graduate.

Children with autism can often succeed in academic programs, and can graduate from high school when their environment can be managed to avoid the triggering, precipitating actions, and when they are provided with curriculum that has been designed expressly with the challenges of autism in mind. The key to success is often assistive technology, and finding a program that is computer-based, which allows the autistic teen to feel calm and in control of his or her environment.

Adults who were diagnosed as autistic when they were children can also often succeed in online programs, particularly when accommodations are made to avoid certain types of assessment, and when they are provided with the right kind of assistive technology for their needs.

Assistive Technologies for Autistic E-Learners

According to Susan Stokes, in a study published in 2007 (http://www.specialed.us/autism/assist/asst10.htm), some of the most effective educational programs for children with autism involve using organizing one's learning space, maintaining order, and keeping firmly grounded in the concrete world.

E-learning is ideal. Online courses that incorporate schedules, clearly laid-out calendars, and an interface that is generally free of distractions, such as flashing images, scrolling banners, or other moving items, can be very helpful for students with autism.

Further, connections to the concrete world via images and photographs are also very helpful because they help the autistic e-learner feel grounded and connected.

Assistive technologies can help autistic e-learners communicate. (http://www.brighthub.com/education/special/articles/2723.aspx)

Learning Environments for Autistic E-Learners

The ideal learning environment involves:

• At home, room with computer, few distractions
• In library
• Study room

Curriculum Considerations for Autistic E-Learners

Building block approach

• Math: can focus on the equations and solution sets. In contrast with most adult learners, it is not necessary to make connections to real-world applications. Repetition of problems, and very straightforward problem-solving approach. Avoid simulations or graphics with flashing colors, moving lights.
• Statistics, skills, complex tasks: In this case, be sure to provide clear, step-by-step instructions, and include many opportunities for repetition and practices. Repetitions of the tasks will build confidence.
• Accounting: Clear presentation of the formulas and the spreadsheets. Clear directions, and provide guidance for each formula. As in the case of statistics, be sure to provide clear, step-by-step instructions, and include many opportunities for repetition and practices. Repetitions of the tasks will build confidence.
• Writing: Connect to experiences, and write with concrete details. When possible, use flow charts, checklists, and other clear, easy-to-follow procedural guides.

The Future:

When Liza found out about the assistive technologies that have been developed, and the instructional strategies behind effective e-learning, she turned to Brender and gave him a big hug. Not expecting her gesture, he, of course, recoiled. All the more reason to work with Brender, thought Liza.

Home schooling was an obvious starting point. If no one could help her in the local school system, she could always set up something at home. Liza, however, was in luck. Her school system had recently expanded the special needs facilities, and they had computer labs with assistive technologies. Students could take online courses, and receive special guidance and tutoring. Brender would be well served there, and Liza could take him to school and not fear for his safety or his future.

Autistic learners have hope. With assistive technologies, well-designed e-learning programs, and a support system with tutors and guides, autistic e-learners can obtain an excellent education and achieve their potential.

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