Autism through a teacher’s eyes

Autism doesn’t come up in everyday conversations, especially if it doesn’t affect you. But compassion compelled Sibongile Bean, a dedicated teaching facilitator, to make a meaningful impact on the lives of children with autism through education

Sibongile, a mother of two, has strong maternal instincts and you can see why she might be drawn to a career in education. But what sparked her interest in neurodiverse education? “I think that teachers have the biggest influence on a child’s life, other than parents. My children inspired me to want to share opportunities for learning in fun, creative and engaging ways.”

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Image of Sibongile Bean who is a teaching facilitator

Glamour: What do you love most about your job?

Sibongile Bean: I love getting to know each child on an individual level, learning their quirks, likes and dislikes, and how I can support them so that they thrive. It’s a privilege to be able to develop ways and facilitate a process that makes learning accessible to all children. Job satisfaction is guaranteed and seeing the visible progress in students gives me a real sense of pride.

Glamour: How has the experience shaped your outlook on life?

SB: It has changed it immensely. In the past, I didn’t think about invisible disabilities much. They are not easily visible from the outside, but can limit a person’s full participation in childhood or society as an adult. Neurodiverse teaching advocates that children would benefit from learning in an environment suited to their needs, developing strengths that already exist without the pressure of mainstream schools and neurotypical teaching methods.

Glamour: How does teaching autistic children differ from teaching neurotypical students?

SB: All children have the same enquiring minds and hunger to learn in fun, magical and inspiring ways. It’s important to encourage neurodivergent children to accept their authentic selves instead of forcing them into an environment designed for neurotypical children. Kids do well when they can, so when a child is struggling, reduce the expectations and adjust the environment.

Glamour: What are some common misconceptions about autism, and how do you address them in your teaching facilitation?

SB: A common misconception is that children with autism are intellectually challenged. On the contrary, many autistic people are gifted in exceptional ways in maths, art, music and, in many cases, they have above average intelligence. Another common myth is that all people with autism are the same.

Autism is a spectrum disorder, meaning it affects people in varying degrees. Some of my students may have difficulty with social interaction and communication, while others may have specialised interests or sensory sensitivities. Each child is unique and has their own strengths and challenges. I adjust their learning experience accordingly.

Glamour: How do you create a supportive and inclusive learning environment for autistic children?

SB: It’s important for children to feel heard. Collaborating with a child on how best to go about completing tasks and respecting their choice while still encouraging grit and resilience works well for my students. Sometimes providing opportunities and resources for a child to learn might mean doing things differently, but if it gets the work done with a happy child, I support that.

Glamour: What strategies do you employ to help autistic children communicate and express themselves effectively?

SB: Listening is the first step. I have to listen to the needs of the child and try to find the best ways for that learner to thrive. Neuro-affirming language is important – pointing out the positives of being autistic. Low arousal, which means reducing your energy, lowering your voice and sound levels in a classroom, are also important. I also have to handle meltdowns! All children have to learn the skill of self-regulation, but neurodivergent children can take a long time to master it. It is modelled and encouraged. When children are upset or escalating, co-regulation is a great tool to use. It involves the ability to regulate emotions and behaviours and manage stress with the support and direction of a connecting person. Lastly, I prioritise connection before correction.

Glamour: Autism can present a wide range of challenges and strengths. How do you tailor your teaching approach to accommodate the unique needs and abilities of each child?

SB: Firstly, I identify those needs and abilities. By creating individualised learner profiles, a facilitator can get the best from a child’s learning experience. These profiles identify behavioural and learning needs. Individualising teaching can also bring out the strengths and abilities of a child with special interests, and focusing on those could prove very beneficial.

Glamour: How do you collaborate with parents, caregivers, and other professionals to support the holistic development of autistic children?

SB: Caregivers are always encouraged to educate themselves on neurodiversity as much as possible. For example, using neuro-affirming language and teaching values and manners, which are part of the holistic development of a child. We also encourage talking about social norms, greetings, respect, boundaries and modelling enthusiasm and positivity. We validate good behaviour and try to stay away from punitive discipline methods.

Glamour: Could you share some success stories or milestones achieved by your students that highlight the progress they’ve made?

SB: Seeing my learners gain confidence, speak with authority, make eye contact and show good behaviour always warms my heart. I love to see them having fun! The cherry on top is obviously their academic success and it’s a wonderful feeling knowing that some of my personal magic is shining on them through our education journey together.

Glamour: How do you promote understanding and acceptance of autism among neurotypical students and the broader school community?

SB: My biological children both attend mainstream neurotypical schools and I do believe that a shift has already been made in the acceptance of autistic learners. Of course, there is still a way to go. I believe that open communication with our children about neurodiversity and understanding that all children deserve the right to education in a way that is loving and encouraging of who they are is very important. It will make society a more accepting place for those who don’t always fit the mould that is created for them.

Glamour: Looking ahead, what do you hope to see in terms of awareness and acceptance of autism within educational settings and society as a whole?

SB: My hope is that eventually all autistic people will feel safe and confident in society and take pride in being their authentic neurodivergent selves. In educational settings it’s so important and necessary to recognise diversity and the complexity of the autism spectrum. Once we welcome autistic adults and children as they are, we open the door to compassion and understanding.

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