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Life in Education with Autism
Words Ibrahim Animashawun
19-year-old Ibrahim Animashawun shares his journey in the education system with autism.
When I started my education journey, I went to a nursery in London that focused on helping teaching children that had special educational needs like myself. My parents applied for me to go as I could not speak that time. I remember going to many trips aged 5, such as nature trails and holding a falcon at a Zoo. I even played with the blocks a lot.
At that time, I was not diagnosed with Autism but many of my behaviours were very much so associated with it. For example, I hated fruits, would never eat it and would always choose to eat a biscuit instead. Eventually I was diagnosed with Global Developmental Delay (GDD) as I could not communicate verbally, so I would take my teacher's hand who would guide and assist me. I would also use basic sign language or point at the thing I wanted.
The first word I remember saying clearly was when I went to a fast food chain with my father. I mentioned the name of the restaurant and we went there to get some food.
As my development started to improve, I was moved to attend a mainstream Primary School. My experience was very good there. I had a good support network of teachers that tried their best to understand my condition. I did have a lot of repetitive behaviours such as talking about the same topic every single day for months such as trains. I was also very emotional when I was younger. I used to get upset and many of my teachers did not know how to help me with my condition. I observed that they were a bit impatient however, there was not enough training for the teachers to better understand special educational needs.
When I moved to secondary school, my Autism became more noticeable as I was struggling to form friendships with other students. When I spoke to the teachers about it, many of them were not helpful and I did not get much encouragement.
Despite all of the challenges, I managed to pass all my GCSEs however I did not have many options in the courses I was allowed to pick at sixth form. I had to fight hard to study what I wanted to study and what I had a passion for.
I went to 3 different sixth forms. The first was very resistant in understanding my condition and they did not provide the support that I needed. I got into a lot of altercations to the point that I started having many negative thoughts. I also used to get shouted at by many people at the school, which triggered my anxiety.
The second sixth form which was an independent college wanted to learn more about my condition, but did not know how to.
The third college which is the school I am currently attending, has been much more supportive as it is a special school for those with special educational needs. Sometimes I do feel overwhelmed with work, however they have provided me with a therapist who has given me physical coping strategies to do every day to counteract my anxiety.
I have also managed to get an AS-level in History and AS-Level in the Extended Project Qualification, where I have written about the UK-US Economic relations post- Brexit.
Looking back at my experiences, I wish I got an earlier diagnosis of Autism as that would’ve given a clearer indicator of what support was needed in order for me to succeed.
I believe there are many areas that need to be improved in the education system such as:
More flexibility in learning such as doing a mixture of academic and practical qualifications, where students can choose how they want to be assessed for their grades.
Life skills being taught as part of the curriculum such as entrepreneurship
Sign language lessons should be taught to teachers working in a special education (as someone like myself only communicate in Makaton sign language)
Driving lessons for those with special educational needs which will help in terms of getting employment.