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The Communication of Students with Autism

Douglas Biklen is a professor of special education in the School of Education and director of the Division of Special Education and Rehabilitation at Syracuse University. He has published widely on issues related to inclusive education. Among his most recent books are Achieving the Complete School (1985) and Schooling and Disability (1989), coauthored with Dianne Ferguson and Alison Ford. He is a member of the executive board of The Association for Persons with Severe Handicaps.

Annegret Schubert

Annegret Schubert is a speech/ language pathologist in the Syracuse City School District. She has worked for over a decade with students with autism and related pervasive developmental disabilities. She has used the method of facilitated communication with elementary school students and has previously written on the use of alternative communication methods with students classified as autistic. Address: Douglas Biklen, Division of Special Education and Rehabilitation, Syracuse University, Syracuse, NY 13244-2280.

People with autism have a variety of communication difficulties that have been assumed to be related to cognitive deficits. The communication difficulties include an inability to speak words, speaking with echolalia or repetition of words or phrases previously heard, pronomial reversals, seeming inattentiveness, problems with social interaction, and lack of responsiveness to external events. This study reports on the effects of a method called facilitated communication in helping students with autism to unlock their ideas and to communicate through typing. The 21 students in this study reveal unexpected literacy and numeracy skills. The content and form of their communication challenges traditional assumptions about autism, especially the ability of people with autism to analyze and use language.

Remedial and Special Education, Vol. 12, No. 6, 46-57 (1991)
DOI: 10.1177/074193259101200607


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