FEATURE
Autism Acceptance Month
Learn more from some of CSEA's very own inspirational paraeducators by clicking on the puzzle pieces below.
Vanessa Coronado, health instructional aide, Beaumont Chapter 351
Paraeducators open a spectrum of learning for autistic students
by Shannon Carr
April may be known as Autism Acceptance Month but many of CSEA’s paraeducators make this their passion and purpose every month through their roles in Special Day Classes (SDC).
“Our children who have autism see the world in a different way, a beautiful way,” said Andrew Sanchez, specialized learning center support technician with Visalia Chapter 83. “Acceptance means you respect their differences and understand that they too are human and capable of being great human beings who contribute positively to our society.”
The identification of autism spectrum disorder in individuals under 21 in the United States has risen from one in 125 in 2010 to one in 54 in 2020, according to the Centers for Disease Control and Prevention. It is referred to as a “spectrum” disorder because of the wide variation in both the severity and type of symptoms experienced.
“Autism to me doesn’t mean disability, it means different abilities,” said Vanessa Coronado, health instructional aide with Beaumont Chapter 351. “People on the spectrum have neurological differences and, for some, it takes time to find the right ‘keys’ to unlock wonderful ideas and thoughts that are stored in their minds.”
Students learn and grow
Sanchez, also his chapter’s president, began working with high school freshmen who had been categorized as moderate to severe. Throughout four years, they developed social skills, friendships outside of the classroom and began to use their words when they were upset and needed a break. He then switched to the elementary school level, where he currently works.
“Our children who have autism see the world in a different way, a beautiful way.”
- Andrew Sanchez, specialized learning center support technician with Visalia Chapter 83
“I have seen countless students grow in their social skills, life skills, academics, fine and gross motor skills, emotional regulation, and comprehension,” he said. “It is amazing to see the stigma being obliterated with autism.”
While many paraeducators work within a group setting, Katie Bohlig with Saugus Chapter 112 takes on a different role as a one-on-one paraeducator.
Andrew Sanchez, specialized learning center support technician, Visalia Chapter 83
Katie Bohlig, paraeducator, Saugus Chapter 112
“Physically, I keep them from harming themselves, others, and property,” said Bohlig, who has been working with children with autism for approximately 17 years and is also her chapter’s president. “Emotionally, I help them navigate feelings, assist with learning and life skills (social cues), and I protect them from discrimination, teasing and abuse.”
Because she is so involved in their lives, she grows to love them as her own, which was the case with Abiam Martinez, whom she worked with for nearly four years. In the beginning, Martinez would run out of the room frequently. As he began to trust Bohlig, this behavior decreased. They were even able to find coping mechanisms together, including performing reiki sessions and going to the beach.
“When Abiam uses his mental tools, it is amazing,” Bohlig said. “He is able to reflect and tell me why he was angry, how he calmed himself, and how he made amends to those affected by his behaviors. I will always have a special place in my heart for Abiam and the Martinez family.”
Like Abiam, we all have a wheelhouse of tools for emotional situations. For those on the spectrum though, applying them can be increasingly difficult.
Alex Surette, instructional assistant III and sergeant of arms for San Juan Chapter 127, explains this is true for his students.
“Middle school students in general are experiencing a lot of changes and frequently struggle to find out where they’re accepted,” he said. “Middle school students on the autism spectrum are socially and emotionally delayed and they are frequently made fun of by their peers because they choose to continue to enjoy younger childhood activities. Even changing classes seven times a day can be daunting for students on the spectrum.”
Alex Surette, instructional assistant III, San Juan Chapter 127
Rebecca Quintana, SDC aide for pre-K, Beardsley Chapter 776
Family experiences create understanding
Surette may have only worked with students with autism for two years, but he is no stranger to the profession. His mother worked in special education, gravitating towards autism.
“She has reminded me frequently that some things that might seem simple for me are harder for them to complete,” he said. “She has taught me to anticipate and be aware of what could trigger a student to react and mitigate it before it escalates.”
Other paraeducators also have personal ties: their own children being diagnosed with autism.
“Patience is key. Every child has their own way of learning.”
- Rebecca Quintana, SDC aide for pre-k, Beardsley Chapter 776
Rebecca Quintana, SDC aide for pre-kindergarten and treasurer with Beardsley Chapter 776, has been working in her class for eight years. This exposure helped her notice traits in her own son when he was three, so she had him tested and he was diagnosed as on the spectrum.
Quintana said she has been able to apply lessons both to the classroom and at home.
“Patience is key,” she said. “Every child has their own way of learning.”
Amy Burger, special education instructional assistant with Anderson Valley Chapter 662, has a 16-year-old son on the spectrum. Just like Quintana, she noticed something different about his growth early. He began lining up his toys in rows, lacked language, and would throw fits frequently and at odd times, like during store checkouts.
Burger started as a substitute in 2011 and, over the years, her son and students have made her more patient, understanding, compassionate, and open minded.
For Coronado, it is her first year working in the class but she agrees that being a parent of a child on the spectrum has already helped her as a paraeducator because, “I often think from a parent’s point of view and what I would expect from the staff for my own child in the classroom,” she said.
Amy Burger, special education instructional assistant, Anderson Valley Unified Chapter 662
A general education kindergartener poses with her brother, who is is the fourth grade and in the regional autism program at Bohlig's school.
"Each and every autistic person is capable and worthy of love, time, and acceptance.”
- Vanessa Coronado, health instructional aide with Beaumont Chapter 351
Those working with individuals on the spectrum agree society has learned a lot about autism through the years but believe there is still a long way to go until we truly reach not just an understanding of autism spectrum disorder but, ultimately, acceptance.
“The autism spectrum is so vast that symptoms and severities can greatly differ from one person to the next, but one thing that is certain: Each and every autistic person is capable and worthy of love, time, and acceptance,” Coronado said.
