Decalogue who specializes in autism. By Theo Peeters Our 16 years of experience in training professionals allow us to formulate a curious thing: to help young people with autism, who are different, the professionals they also have to be a little different qualitatively. Some professionals will never be able to provide individualized education programs, even if they received the best education and training. It makes no sense to "force" someone to work with children with autism. Know examples of principals who choose to teachers at random. This does not work. Professionals have to pick themselves autism. Do not make a choice "despite the autism", but "because of autism." What is the secret? today, we have always said that one must "be bitten by the fly of autism." for specialists, this is very clear. Professionals know that will never be bitten by the bug, which are immune to the sting. The problem is that the authorities do not perceive clearly enough, so we believe it is important to design a profile of autism specialists. Here, we present what we think should be its most important features: Feeling attracted to differences. We think it is useful to be a "mental adventurer" and be attracted by the unknown. Some people fear the differences, others are attracted and want to know more. Having a vivid imagination. It is almost impossible to understand what it means to live in a world literally, have difficulty in going beyond the information received, to love without innate social intuition. to be able to share the mind of an autistic person, who has very little imagination, we need huge amounts of imagination to compensate. Being able to give without receiving conventional acknowledgments. We need to be able to give without receiving too much about it, and not become disillusioned by the lack of social reciprocity. With experience, learn to identify alternative ways of giving thanks. Parents also give us many rewards. Be willing to adapt our own natural style of communication and social interaction. The style to be used is more related to the needs of an autistic person with our level of spontaneous communication. This is not easy and requires many efforts to adapt, but finally, who have to attend? Have the courage to "work alone in the wilderness." Especially when they begin to develop appropriate services and few people know what is autism, a motivated professional runs the risk of being criticized instead of receiving thanks for their tremendous efforts. Parents have experienced this kind of criticism before, "All you need is discipline," "If my son ,...."," refrigerator mothers ",.... Never being satisfied with the level of knowledge of their own. Learn about autism and teaching strategies is an ongoing process. "The professional who thinks he has found, has lost." Training in autism is never done. Accept the fact that each small step brings a new problem. People tend to drop out if they can solve puzzles. This is impossible in autism. Once you start, you know that the work of "detective" never ends. In addition to teaching skills, the professional needs special teaching skills. Has to move very slowly, and use visual aids at very individualized. Assessment should be performed so often that one must adapt accordingly. You need to be prepared for teamwork. Due to the need for a coherent and coordinated approach, all professionals should be informed of the efforts of others and support levels offered. You need to be humble. We may be experts in autism in general, but parents are experts on their own children and need to take into account their wisdom. Professionals who want to stay in his "pedestal" is not necessary in the field of autism. When we work with parents, it is important to talk about successes, but also accept failure ("Please help me.") Parents also need to know that an expert in autism is not an Olympian god. Some have thought that lack the word "love" in this list. Love is essential, of course, but as I said a parent, love is not a miracle cure. Parents and professionals who have too much on the effects of love may be disappointed. If the child does not make sufficient progress, is it because you have not received enough love? Perhaps you have loved enough, but did not accept all this love ... These attitudes are negative, creating a gap where the best of the collaborations is needed.
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