Supporting ASD children with the systemic approach

What are the difficulties encountered by children with autism spectrum disorder (ASD) at school?

ASD can cause communication difficulties

in particular problems understanding and using verbal and non-verbal language as well as difficulties understanding instructions, nuances, second degree or humor. Children with ASD may take things literally and have difficulty understanding the meaning of the statements in exercises, for example.  

ASD causes difficulties in social interaction 

Children with ASD may have difficulty establishing and maintaining relationships with peers. They also have problems understanding and interpreting the emotions and intentions of others. We also notice difficulty respecting social conventions and integrating into group games.

ASD causes repetitive behaviors:

Some students may have routines or rituals that they like to follow and may be very upset if these routines are interrupted. They may have narrow or obsessive interests.

ASD causes dysregulation of sensory sensitivities:

Some students may be hypersensitive (e.g., to light, noise, touch) or hyposensitive (i.e., requiring more stimulation to respond). These sensitivities can cause discomfort or distractions in class and cause significant fatigue.  

ASD causes difficulties with organization and attention:

Children may have problems concentrating or organizing their work. They can be easily distracted by external stimuli.

ASD causes great anxiety:

Changes in routine, uncertainty, or social situations can cause anxiety. Anxiety can manifest as avoidance, withdrawal, or even agitation.

Create a structured and predictable environment

Create a clear and predictable schedule and stick to it as much as possible to avoid program changes and unforeseen events.

Communication support

Use visual supports, pictograms, alternative communication tools.

Understand and respect sensory needs

Create quiet areas or offer adaptations (noise-canceling headphones, dim lighting).

Differentiated teaching approaches

Adapt teaching methods to the needs of the student.

Reinforce positively

Encourage and value efforts and progress.

Promote inclusion

Raise awareness among other students and promote acceptance and understanding.

Each child with ASD is unique, so it is crucial to know the student, their specific needs and their strengths to adapt interventions. Collaboration between teachers, health professionals, parents and the child himself is essential for successful school integration.

How does the systemic approach help support ASD and the difficulties they encounter at school?  

The systems approach is a holistic way of approaching problems and situations, considering that each element of a system is interconnected and that each element influences and is influenced by the others. In the context of Autism Spectrum Disorders (ASD), the systemic approach can offer an integrative perspective for understanding and supporting children with ASD in the school environment.

Understanding the individual as a whole:

Instead of focusing only on the child's specific symptoms or behaviors, the systems approach seeks to understand how different factors (environmental, family, school, social, etc.) interact and influence the child.

Collaboration with different stakeholders:

The systemic approach recognizes the importance of collaborating with all stakeholders involved in the child's life: parents, teachers, health professionals, peers, etc. Their involvement and cooperation are essential to create an environment suitable for the child.

Adaptation of the school environment:

Recognizing that the environment can either support or exacerbate the challenges faced by a child with ASD is crucial. The systems approach seeks to identify and make changes to the school environment to better meet the needs of the child.

Training of teachers and professionals:

Providing appropriate training on ASD and the systems approach allows teachers and professionals to be better prepared to understand and support children with ASD.

Systemic support for difficulties encountered at school by children with ASD:

Social difficulties and communication : Social interactions can be complicated for children with ASD, which can lead to isolation or difficulty establishing relationships with peers. The systemic approach offers new learning of social interactions with role-playing games for example.

Is there training in the systemic approach for teachers to support ADHD at school?

From February 2024, teachers, school professors and all those involved in the world of education (parents, psychologists, nurses, educators, association leaders, etc.) will be able to follow the new DU Strategic Systemic Approach for Education ( ASSED) set up by the University of Paris 8 and LACT. Delivered by specialists in the systemic approach in the education sector, this training allows you to acquire the tools of the systemic and strategic approach to solving psychological and relational problems. This approach is particularly effective in the fields of education and makes it possible to identify and stop the dysfunctional processes which often take place between the child and his environment (at school and/or at home), maintain or aggravate a situation that is often paralyzed within a rigid framework. It makes it possible to deal with problems such as school bullying, difficult situations with atypical children, to avoid dropping out of school and the onset of psychological disorders in the child but also in the accompanying person, who, faced with their inability to act, can lose confidence and sink into depression or burnout. This course addresses the management of conflict situations but also certain disorders such as attention disorders, DYS, hyper, ASD, ADHD, as well as disorders affecting teachers, depression, burnout, loss of self-confidence, etc.

Who is the DU University Paris 8 /Lact Strategic Systemic Approach to Education for?

This training is aimed at people wishing to strengthen and diversify their skills as stakeholders in the world of education (teachers, school leaders, parents of students, association leaders, sports association staff, school psychologists , guidance counselors, school mediators, doctors,

nurses, psychotherapists, educators, police officers, SPIP, justice assistants, child protection personnel, etc.).

Read also:

• The indirect approach in schools: helping parents and teachers to help children
• the strategic systemic approach in the school environment
• "Authority and leadership": testimony from Etienne FARRELL, School Principal
• Harassment and strategic communication at school by Marie QUARTIER
• Dealing with resistance to change - THE CASE OF SCHOOL DIRECTORS by Claudette PORTELLI

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