My Life With Autism

Preview vocabulary. (5 minutes)

Project or distribute the Vocabulary Words and Definitions, and review as a class. Highlighted words: developmental, ensure, fulfilling, integrated, physical therapists, sarcasm, spectrum, speech therapists 

“My Life With Autism” (30 minutes)

• Break students into groups to read the article.
• Give them a few minutes to discuss what they found interesting or surprising and to share their thoughts with the class.
  
• Discuss the following questions as a class.
  

Close-Reading Questions

• Connor writes that his parents “were determined to help” him. How does he support this statement? (supporting details) Connor supports this statement by giving examples of what his parents did to help him. He explains that they sent him to a preschool that specialized in working with autistic children; that they sent him to a regular kindergarten so he could interact with kids of all different abilities; that they helped him socialize by inviting his classmates over; and that they sent him to physical and speech therapists.
  
• What is the purpose of the section “A Big Secret”? (text structure) The purpose is to explain why Connor decided to tell his classmates that he had autism and how doing so helped his classmates better understand Connor and inspired him to start a project to help those with autism and other conditions.
• Consider the name of the project that Connor founded: Courageous Steps. Based on what you know about Connor, what might this name mean? (inference) The name Courageous Steps relates to Connor’s personal experience with autism. He took the “courageous step” of telling his classmates he has autism even though he was nervous about doing so. The name may also relate to the idea of taking steps to get support for coping with autism from specialists, family members, peers, and educators.
• Consider the last line of the personal essay in which Connor says he is exactly the way he is supposed to be. What do you think Connor means? (interpreting text) Connor probably means that he is proud of who he is and what he has accomplished. Being autistic is part of who he is, and he is not ashamed of it or apologetic about it.

Read the article as a class. Then discuss the following questions, some of which draw on both texts.

Close-Reading Questions

• What is the main purpose of “‘My Brother Has Autism’”? (author’s purpose) The main purpose of the article is to give readers advice on how to interact in a kind and respectful way with someone who has autism.
• A misconception is a wrong or mistaken idea. What misconception does Grace Dupont suggest that some people have about people with autism? (inference) Grace suggests that some people have the misconception that those with autism are suffering in some way and that there is a reason to pity them. In fact, Grace suggests, there is no reason not to assume that someone with autism is happy and leading a fulfilling life. Students could also answer that some people mistakenly believe that those with autism are able to stop themselves from behaving in ways that could be considered disruptive.
• What is the difference between “My Life With Autism” and “ ‘My Brother Has Autism’ ”? Consider the purpose and format of each text and the type of information each text contains. (compare and contrast) “My Life With Autism” is a personal essay written in first person. It tells the story of one young man’s experience with autism—in other words, it is a narrative. The second article is a combination of informational text (the introduction) and an interview written in the format of questionandanswer. The interview focuses on how people can support those with autism.

Critical-Thinking Questions

• Connor writes that kids can be mean when they don’t understand someone. Do you agree? Explain your answer. Answers will vary. Some students may say yes—people are often uncomfortable around those who behave in a way that seems strange or unusual and that discomfort can lead to cruelty. Understanding the reason for someone’s unusual behavior can make it easier to be accepting. (Of course, it’s totally unfair to be cruel to anyone just because he or she is different.)
• How can our understanding of autism be increased? Answers will vary. Students may say that reading about people’s experience with autism is one way. Another way is including those who have autism and getting to know them. Finally, doctors and scientists can continue to research what autism is and share their learnings with the public.

Featured Skill: Synthesis (15 minutes)

Distribute Why Understanding Autism Matters for students to complete in groups or independently. This activity will prepare students to respond to the writing prompt on page 21. For alternate culminating tasks, see the boxes below.