Sondre Bogen-Straume has autism. He believes schools need to change
"If you have negative experiences in school, the likelihood of facing difficulties later in life is much higher,” says Bogen-Straume.
As a student, Bogen-Straume preferred written instructions over spoken ones. He is now the deputy leader of the Norwegian Autism Association.(Photo: Siw Ellen Jakobsen / Science Norway)
What do these children need to thrive in school and in kindergarten?
"We need to focus more on universally designed solutions in schools and strengthen competence there," Sondre Bogen-Straume said at a public event in Arendal.
He is the deputy leader of the Norwegian Autism Association and has an autism diagnosis.
At an event in Arendal, Bogen-Straume suggested some concrete measures:
"For instance, schools can ensure information is given in writing. Spoken instructions are often difficult for many autistic students,” he said.
He also believes that Norway has gone too far in closing down special schools.
Easier to find friends at special schools
Bogen-Straume attended a mainstream school himself, and his experiences there have made him an advocate for special schools, he told Science Norway.
Only a few currently remain in Norway.
"Many autistic students can more easily form social bonds and feel a sense of belonging in such schools," said Bogen-Straume.
Special schools also tend to have more teachers, which can reduce bullying, he believes.
"If you have negative experiences in school, t the likelihood of facing difficulties later in life is much higher,” he said.
Few special schools today
Annonse
What can help autistic children thrive in kindergarten and school? Researcher Kenneth Larsen has some suggestions.(Photo: Siw Ellen Jakobsen / Science Norway)
Kenneth Larsen, a researcher at the University of South-Eastern Norway's Department of Education, studies education and support for children with autism.
He co-authored the op.ed on forskning.no and agrees with Bogen-Straume's view that Norway needs both special schools and better accommodations in mainstream schools.
"Some children need special schools. But we also have to better equip mainstream schools so families truly have a choice," he tells Science Norway.
Better sound, light, and indoor climate
With the rising number of children diagnosed with autism, schools must be rethought, Larsen argues.
Without proper support, children risk challenges with communication, behaviour, bullying, exclusion, and even school refusal, according to the researcher.
"More and more research shows that autism-friendly and universally designed education can help children with autism thrive in both kindergarten and school," he says.
Buildings can be equipped with technical systems that balance sound and improve acoustics, while the indoor climate and lighting can also be improved, according to this report from the Norwegian Institute of Public Health. Other measures include replacing windows, doors, colours, surfaces, signs, and materials.
Support in social situations
Children can also get help with communication, social interaction, sensory regulation, structure, and predictability.
This can also help children with other neurodevelopmental disorders, such as ADHD or reading and writing difficulties, according to Larsen.
"Hopefully, we can learn more and address several challenges at once," he says.
Alexandra Havdahl, who leads the Autism Study at the Norwegian Institute of Public Health, emphasises that learning should be tied to a child's interests.
For instance, if a child enjoys drawing, teachers can use art as a starting point for subjects like maths, language, and science.
Alexandra Havdahl is a researcher at the Norwegian Institute of Public Health.(Photo: Marte Dæhlen / Science Norway)
Children's needs vary greatly
Children and young people with autism are very different.
"There are no universal measures that work for everyone on the autism spectrum. Support must be adapted to each individual's strengths and challenges," says Havdahl.
She explains that these needs are often identified by the municipal educational-psychological service (PPT) and through diagnostic assessments in specialist healthcare.
"Many struggle with social understanding, such as interpreting body language and other social signals in play and conversation with others, understanding others' intentions and actions, or how to navigate social relationships," she says.
It's also common to have a different way of communicating, for example through eye contact, body language, or speech patterns. This can easily lead to misunderstandings.
Other common traits include sensitivity to sensory input. Sounds, smells, touch, taste, or visual impressions can feel overwhelming or unpleasant.
They may also struggle with changes in routines or surroundings.
Significance later in life
It's very important to make accommodations for these children, says Havdahl. She agrees with Bogen-Straume that it can greatly impact their future.
"Early access to tailored support and follow-up can make a huge difference for development, functioning, and well-being both in childhood and later in life," she says.
