Key Characteristics of Children With Autism in Home and School Settings
At Home
Children with autism often exhibit unique behaviours in home environments that shape family interactions. Many display limited verbal communication or delayed language development, alongside avoidance of eye contact and challenges with pretend play. Parents frequently notice intense focus on specific interests, as well as rigid adherence to routines that can lead to distress when unexpected changes arise (Halder et al., 2024). Communication differences, such as delayed speech or reliance on echolalia, may prompt caregivers to use alternative strategies like visual supports to enhance understanding (Donaldson et al., 2017). Additionally, sensory sensitivities—including strong reactions to certain textures, lights, or sounds—can significantly influence daily activities and household routines (Vogindroukas et al., 2022). While these traits may initially cause concern, many parents also observe remarkable strengths, such as early reading abilities (hyperlexia), exceptional memory, or deep expertise in preferred subjects (Mann & Gilmore, 2023). However, these intense interests may sometimes limit engagement in broader activities. Recognizing these patterns helps families adapt their routines and communication approaches, fostering a supportive home environment where children with autism can thrive while navigating their unique challenges and strengths.
At School
In Australian school settings, the characteristics of students with autism often become more noticeable due to the expectations of a group learning environment. Children with autism spectrum disorder (ASD) may find group activities challenging. The students with ASD may have difficulty initiating or keeping up with peer interactions. They may misunderstand idioms or sarcasm, or struggle to follow multi-step verbal directions (Lindsay et al., 2014). Sensory sensitivities, such as discomfort in loud, brightly lit, or busy classrooms, can lead to meltdowns, withdrawal, or shutdowns as students become overwhelmed (Nyakoe, 2024). Without proper autism awareness training, teachers might mistake autistic behaviours for laziness, defiance, or disengagement. Sudden changes between tasks, unstructured assignments, and unclear instructions can heighten stress and confusion for these students (Mann & Gilmore, 2023). The difference between a predictable home routine and the less structured school day can make things even harder, reinforcing the need for good communication and collaborative support between home and classroom (Lessner & Preece, 2020). However, it is vital for educators to understand that ASD affects every student differently. While some students face challenges with social communication, others may show remarkable strengths in areas like problem-solving, attention to detail, or creative thinking. Using a strengths-based approach helps teachers adjust their methods to suit individual learning styles, boosting confidence and participation (Donaldson et al., 2017). Simple strategies, such as visual timetables, quiet breakout spaces, and step-by-step instructions, can make a big difference in helping autistic students feel more comfortable and engaged. By fostering an inclusive school culture and providing targeted professional development, educators can better support students with ASD. Collaboration with carers, parents, health professionals, and support staff can benefit the progress of the interventions which supposed to be individually tailored and practically effective.
Check our Facebook pages: Dooral Early Learning Center and Dooral Kenthurst, and follow us on Instagram: Dooral Early Learning Center and Dooral Kenthurst
Written by Silvia Li
