By Nadia Pozo
CS&T Staff Writer
Part 2 of 2
The faith of children with cognitive disorders affects the whole Church, because they bring out the virtues of love, kindness and patience in the people around them, according to Kathy Labosh.
Labosh is the mother of two sons with autism, and a catechist for children with cognitive disorders at her parish, St. Leo the Great in Lancaster.
Recently she gave the keynote address at the archdiocesan seminar on autism, “Parents and Catechists: Partners in Religious Education for Children with Autism Spectrum Disorder.”
In understanding the mind of an autistic child, it’s important to understand that autism is a physical disability that effects the brain, Labosh said.
Children with autism think in pictures, and are nonverbal communicators. “Their thoughts are like a video playing in their head, and when you communicate with them, you have to use short, simple sentences, because they have problems with language comprehension,” Labosh said.
“When teaching these children, you have to be specific and keep the background clutter simple, so that they will focus,” she said. “Children with autism will take what you say literally.”
Children with the disorder are also sensitive to touch, smell, brightness and noise.
Labosh likened the discomfort they feel to a hangover, and added: “That’s why it’s important to identify the sensitivity, and relieve the stress it causes the child if you want them to learn.”
Autistic children are also affected emotionally by the disorder, she said.
Because they have limited language comprehension, much of what happens to them comes as a surprise. That’s why children with autism don’t like to make eye contact with strangers — they don’t know how to respond. Instead of responding, they scream for their mothers to come and help them. “Until the child builds his or her language skills, they will throw tantrums,” Labosh said. “Look at it as a form of communicating.”
To relieve the stress that accompanies changes in their schedule, Labosh suggested providing the children with a picture schedule of the day, so that they know exactly what to expect. They find comfort in routines.
Labosh also said that, when making the schedule, it is best to place less-desirable tasks among those the children will want to do, so those desired tasks become a prize that the children will be able to reach once they’ve taken care of the less-desirable tasks.
Labosh has gained her insights over the years as she’s raised her own two sons with autism and taught other children with similar cognitive disorders.
One important lesson she has learned is: “Don’t assume what the child wants.”
“Let him show you first, even if [your] answer will be ‘no.’ Otherwise he’ll just assume that you don’t understand, and will continue to try to make you understand,” she said.
She illustrated her point by recounting a time when one of her sons tried to let go of her hand. The more he tried to let go, the harder her grip became, she said, because she thought he was trying to run away from her.
Finally, she let go of his hand. When she did, he grabbed her other hand — the hand with no rings on it that could dig into his little hands.
In a classroom setting, it’s important that each child with a cognitive disorder have an aide to give him or her personal assistance, and help in individual work projects that fit the child’s learning abilities along with the class projects, Labosh noted.
When it comes to teaching children about the Catholic faith, it isn’t necessary that they understand abstractions — but they should understand what is essential, Labosh added. “They don’t need to understand transubstantiation, but they should know that Jesus comes in two forms.”
And a plan of action is key, added John Hickey, a parent with an autistic daughter and a catechist at Mary Mother of the Redeemer in North Wales.
“The key component to success is preparation,” said Hickey, whose class includes between four and 12 students at any given time.
“Talk to the parents about the triggers that set their child off, so that, as teachers, you can have a plan for each need,” Hickey said. “We need to have a consistency plan, and be flexible, because our children are not flexible and they’re concrete thinkers.”
Hickey also noted that because autism has variable effects on each person who has the disorder, it’s also essential to tailor teaching programs to each child. Some children will be higher functioning; others will require more support, he said.
Hickey said he realizes that combining creativity with extra patience is a tall order for parents, catechists and aids working with children with cognitive disorders.
“We need to be in solidarity, and be an information source to help others understand and design programs that will help the growing number of children being diagnosed with Autism Spectrum Disorder,” he said.
For more information or assistance contact Lori Brew at pcpdeaf@adphila.org or call (215) 587-3530.
CS&T staff writer Nadia Pozo can be reached at npozo@adphila.org or (215) 965-4614.