Impact of Autism 1

RUNNING HEAD: Impact of Autism

Living with Autism:

Impact of Autism on the Network of Care

Michelle Anne Lapuz

Mary Anne Tuazon

Eva Marie Wang

University of the Philippines

 Impact of Autism 2

Abstract

This field study aimed at exploring how individuals with autism affect the different aspects of
the lives of their families, and how society perceives them. Society’s perception of autism is
influenced by films, two of which that were analyzed were consistent in portraying individuals
with autism to the symptoms presented in the two primers that were content-analyzed. Interviews
of six parents, five siblings, and seven intervention professionals provided insights on their
perception of, attitude towards, and dealing with affected individuals. Attribution, attitude and
how the parents come to accepting the situation were the key factors that determine how the
family deals and collaborate in the intervention program.
 Impact of Autism 3

Impact of Autism on the Network of Care

I have known that you and I

Have never been quite the same.

And I used to look up at the stars at night

And wonder which one was from where I came.

Because you seem to be part of another world

And I will never know what it’s made of

Unless you build me a bridge, build me a bridge,

Build me a bridge out of love…

(McKean, 1994)

A world of their own or unbreakable silence: these are the common notions linked to the

condition of individuals with autism. Individuals with autism seem to have their minds drifting in

some distant place and there seems to be no way that one can reach and take them back, or rather

to bring them to the world as we know it, because in the first place, individuals with autism seem

to have never been part of our world. They laugh and cry for apparently no reason or if there is,

we don’t know why. One outstretches their hand yet no matter how tight one’s hug is, an

individual with autism doesn’t seem to feel it and be the same way back…

People have vague and oftentimes wrong ideas about autism. The general public seems

to be clueless what autism really is and what it takes in dealing with the condition despite the fact

that there are many families and individuals affected by the condition. In every 10,000 births, it

is likely that 15-23 are born with autism (Entienza, 1996.) And yet the understanding about
 Impact of Autism 4

autism is inversely proportional to these statistics and much less is the attention and proper

intervention given to the affected individuals and families. Among the approximately 90,000-

138,000 Filipinos with autism about 2% only have been diagnosed and approximately only 5%

of whom are being provided appropriate intervention (Japa, 1995 as cited by Entienza, 1996).

Hence, the need for deeper understanding is a worthwhile pursuit. The objectives of the study are

divided into three major divisions: 1) Perception, 2) Attitude, and 3) Coping; from which the

information from the parents, siblings and educators shall be subsumed and divided. More than

being able to understand what autism is, the experience of living and dealing with someone with

autism, the diversity and commonality thereof, are of importance to the research. How does

being with a person with autism affect interpersonal dynamics between and among people on

his/her immediate circle? This is the question the researchers tried to answer with their

investigation. While the research is primarily centered on the effects of the disability to the

family and those who directly help or support, it was also important for the researchers to

understand what autism is to have a better grasp on the context of the research. A clear definition

of autism was formed both from a clinical and a non-clinical perspective. Autism is a severely

incapacitating, lifelong disability that becomes evident by the age of three (Ticar, 2002.)

According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR), autism is

a pervasive developmental disorder that affects the person’s disability to establish relationships

and communicate with other people (Cohen, 1998) due to communicative, emotional, social and

cognitive deficits (Ticar, 2002), consequently, socio-emotional reciprocity is missing (Siegel,

1996.) It is a developmental disorder in that “the individual is born with it or is born with the

potential for developing” (Siegel, 1996.) It affects the way the individual perceives and

assimilates the stimuli from the environment and the process of learning from them (Siegel,
 Impact of Autism 5

1996.) Individuals with autism are described to have impaired communication, dysfunctional

social relations and exhibit self-injurious behavior, tantrum behavior, obsessive-compulsive

behavior, and tend to be dependent across their lifetime.

Autism and Its Impacts on the Aspects of Family Life

The condition of autism in the family affects the lifestyle due to complex stressors

arising. From the seemingly normal physical appearance, the condition is masked and diagnosis

is difficult to obtain for a variety of reasons. The family, especially the parents, has to deal with

behavior insisting on routine and obsession and resisting change and norm, emotional non-

reciprocity and failure in communication, and tantrums and/or damaging acts (Randall & Parker,

1999.) Understanding the disability was emphasized in the context of the family of the individual

with autism, how it affects them and how they cope with the situation. (Del Mundo, 2003). Many

researches have been done on autism and effects on family dynamics.

The course of events from speculation to diagnosis and to intervention beset parents into

a series of emotional phases (Trepagnier, 1999.) Diagnosis of autism earlier prevents further

stress for the family because the process of accepting and understanding will come earlier,

enabling them to know how to deal with the family member with autism. Generally, stress arises

from the cognitive inabilities that result to the symptoms or signs associated with autism, which

includes failure to communicate and form social relations, occurrence of self-injurious behavior,

tantrums, and obsessive/compulsive behavior and dependency on many activities (Liwag, 1989,

as cited in Randall & Parker, 1999.) There are miscommunications due to lack of speech,

misbehavior, tantrums and bad behaviors. (Dy, 1989; Liwag, 1987 as cited by Entienza, 1996.)

The degree of severity of the condition is directly proportional to the amount of stress

experienced by the people involved with the person with autism (Dunn et al, 2001.) Many
 Impact of Autism 6

aspects of the family life are affected by the condition of autism in the family such as marital

relationships between the parents, sibling relationships, relationships with other relatives, friends

and neighbors, housekeeping and finances, needs of the other children, family leisure activities,

personal development of the family members most of all the physical, mental, emotional and

psychological well-being (Trepagnier, 1999; Randall, & Parker, 1999.) Compared to parents of

non-affected children or with other disabilities, there are higher reports of marital discord

between parents of children with autism (DeMyer, 1979; Rodrigue et al., 1990; Donovan, 1988;

as cited in Dunn et al, 2001). Also they are more susceptible to depression (DeMyer, 1979 as

cited in Dunn et al, 2001) and even isolation (Marcus, 1977 as cited in Dunn et al.)

Irrespective of the disability, the parents experience various reactions with regards to the

condition (Frude, 1992 as cited in Randall & Parker, 1999.) But parents of children with autism

are subjected more to stress than parents of children with other disabilities (Dunn et al, 2001.)

Parents may undergo periods of depression (Liwag, 1989 as cited in Randall & Parker, 1999) or

may feel helpless and inadequate, angry, guilty or shocked about having a member of their

family affected with autism (Frude, 1992 as cited in Randall & Parker, 1999.) One of the

strategies parents use is self-blame, more so the mothers because they are the ones taking care of

the children, use in coping to the situation prior to diagnosis. Liwag (1989, as cited in Randall,

1999) discusses that these negative feelings may be further encouraged by the reactions or

attitudes of the relatives or friends insinuating that if it hadn’t been by the parental lack of

positive emotional responses to the child, the situation would have been different. Hence, parents

tend to blame themselves. The apparently normal physical appearance then eventual discovery of

the situation intensifies the emotional experience of the parents (Randall, 1995 as cited in

Randall & Parker, 1999.) Trepagnier (1999) discusses that parents, especially first-time parents,
 Impact of Autism 7

may not even suspect that their child is any different from the other children. Acceptance of the

situation comes to be a difficult and gradual process because it must dawn to the parents first that

their child, although appearing normal, will not be able to realize the expectations parents have

for them (Harris, 1984 as cited in Randall & Parker, 1999.) Emotional conflict arises from polar

feelings of “hoping for the best” and despair upon diagnosis that compels them to contemplate

on their plans and dreams for their child. This kind of thinking brings pain to the parents

(Trepagnier, 1999). Also upon the realization that their child will never be normal, does the

tendency of the individual with autism to be dependent throughout his/her lifetime becomes a

major concern of the parents. The parents worry about the future of their child on their death

given this tendency. This thought provokes constant parental anxiety (Randall & Parker, 1999.)

But obtaining a diagnosis could also be a shift from confusion to relief, although tinged with

sadness, upon acquiring the answer to “why my child acts this way” to a question of what to do

next (Trepagnier, 1999).

The condition of autism also affects the parents’ self-perception with regards to their

relationships as parents or husbands/wives in a more stressful manner than do other disabling

conditions affect (Holroyd & MacArthur, 1976; Bouma & Schweitzer, 1990; Bagenholm &

Gillberg, 1991; and Fisman & Wolf, 1991 as cited in Randall & Parker, 1999.) Self-reports of

mothers of individuals with autism on parenting competence, marital satisfaction and family

adaptability are comparatively lower than that of mothers of individuals with Down’s syndrome

(Rodrigue, Morgan, & Geffken, 1990, as cited in Dunn et al, 1999.) Due to the stress involved

which seems to escalate through the life development of the affected individual, eventual

capitulating is exhibited to the individual with autism by their parents unlike parents of persons

with Down’s syndrome. In this study of 20 families with a member affected by Down’s
 Impact of Autism 8

syndrome and 19 families with family members with autism show that mothers of children with

autism “report poor attachment and less gratification from their children with autism than do

mothers of Down’s syndrome children” (Hoppes & Harris, 1990 as cited in Randall, & Parker,

1999.) This can be traced as caused by the deficiency in interpersonal skills of the individual

with autism, thereby adding to the stress experienced. A comparative study (Donovan, 1988, as

cited in Dunn et al, 2001) of parents of adolescents affected either with autism or Down’s

syndrome showed that there are more reports of difficulties on handling behavior, limitations

brought by physical disabilities, which are not compensated even with self-help skills on

adolescents with autism than on adolescents with Down’s syndrome. An empirical research

conducted by Corpus (1986) about mother’s perception on autism and their child-rearing

practices and its relationship with different variables such as mother’s age, closeness of the

family and number of hours spent with the child with autism. Through researcher-designed

questionnaires, (Perception on Autism Scale and Child-Rearing Practice Scale), the study found

out that there are significant differences in perception and child-rearing practices across these

variables. Positive relationships were found on mother’s frequency of contact with her child with

autism and their child-rearing practices, mother’s perception and their child-rearing practices.

The study also found out that Filipino families with children with autism are moderately to

“slightly close”, where mothers spend 1-4 hours in a day average with the affected child. The

more hours spent with the child, the more positive perception the mother has. The closer the

family relationships are, the more positive the mother’s perception on the behavior of child,

making Filipino mothers generally exhibit positive ways of controlling behavior. Mothers with

fewer children have more positive child-rearing practices. Older mothers have more positive

child-rearing techniques and are more adept in perceiving their child’s need. The reactions and
 Impact of Autism 9

attitudes towards autism and the condition of having a child with autism also differ between

fathers and mothers (Randall & Parker, 1999.) More fathers than mothers tend to adapt a more

positive and optimistic view, whereas mothers concern is brought about by the uncertainty,

immense (im)possibilities and difficulties that they may encounter in the future. Insecurity and

despair arise, and “more mothers than fathers were more likely to feel scared and anxious about

obstacles” that might befall them (Randall & Parker, 1999.) Also the stress experienced by the

parents may differ between the mothers and fathers. Due to the longer amount of time spent with

their child with autism, mothers are at a higher risk than the fathers to experience long-term

stress but this does not necessarily mean that the fathers are not vulnerable to the amount of

stress but may only be experiencing it in a different way (Liwag, 1989 as cited in Randall &

Parker, 1999.)

Impacts of Autism on Sibling Relationships, Behavior and Needs

There is a strong correlation between the early sibling interactions and of the possible

relationships that would be formed eventually between siblings. Intimate and supportive sibling

relationships tend to arise from early positive interactions and unhealthy or distant relationships

from negative early interactions like exhibited physical aggression (Zetlin 1986, as cited in Barry

& Singer, 2001, Dunn & Kendrick, 1982 as cited in Randall & Parker, 1999.) More susceptible

to negative sibling relationships are between non-affected siblings and individuals with autism as

caused by the communication failure and behavior difficulties typically demonstrated by

individuals with autism (Barry & Singer, 2001.) These inabilities of the individual with autism

also cause the siblings to feel ‘obliged’ to compensate for those limitations (Howlin, 1988 as

cited in Randall & Parker, 1999) or feel pressured to meet the parents’ expectations (Seligman,

1991 as cited in Randall & Parker, 1999.) Also stress is experienced by the siblings of
 Impact of Autism 10

individuals with autism as there are more psychological adjustments demanded from siblings of

individuals with autism (Randall & Parker, 1999.) Feelings of being ‘neglected’ also arise from

the siblings due to the amount of time and attention given by parents to their sibling with autism

to meet the special needs as found in DeMyer’s comparative study (1979, as cited in Randall &

Parker, 1999) between 59 individuals with siblings affected with autism and 67 siblings of

normal children whereby 30% from the group affected by autism report so. Howlin’s (1988 as

cited in Randall & Parker, 1999) findings are consistent with that of DeMyer’s. Siblings may

also feel ashamed of having a sibling with autism (Harris, 1983 as cited in Randall & Parker,

1999) especially on instances that their sibling with autism exhibit behavior problems in the

presence of other people. Also, there were differences in male and female siblings’ feelings and

experiences. According to Ticar (2002), levels of involvement of brothers and sisters differ. The

female respondents spend more time and activities with their affected sibling because they were

expected by their parents to be more involved in taking care of their sibling with autism. Male

respondents were not expected to assist in the looking after their sibling with autism. Younger

siblings also tend to be more involved in the care of the sibling with autism, which might be

because “they assume a superordinate role” (Farber, 1960 as cited in Randall & Parker, 1999.)

This may lead to feelings of being burdened, guilt, anger, resentment and difficulties in

adjustment (Seligman, 1991; McHale et al, 1984 as cited in Randall & Parker, 1999.)

Although studies cited in Randall & Parker (1999) by Gath (1972), Lonsdale (1978) and

McHale et al (1984, 1986) have findings that say otherwise. Reports of some siblings of

individuals with autism does not indicate more difficulties experienced rather, on the contrary,

they find being able to deal with the condition is actually satisfying and fulfilling for them.

Grossman (1972, as cited in Randall & Parker, 1999) says that individuals with siblings affected
 Impact of Autism 11

with autism tend to be more altruistic and idealistic, considerate and empathetic towards others

with difficulties as well. Due to having to cope with the inabilities and limitations of the

individual with autism, siblings tend to develop a higher sense of responsibility and maturity

(Howlin, 1988 as cited in Randall & Parker, 1999.) Adverse or advantageous the impacts that

may be, it is safe to say that indeed, having a sibling with autism significantly influence the life

and development of a person.

Coping with Autism

Living with a child with special needs demands great deal of patience and understanding

for its family. Liwag (as cited in Randall & Parker, 1999) found that coping strategies, where

patience and understanding are crucial, that parents develop tend to evolve around prioritizing

the needs of the child with autism. As people have not been enrolled into an institution preparing

them to become the parent of a normal child, it is the same way that parents aren’t prepared to

become the parent of a child with a disability (Ticar, 2002.) Yet parents of children with autism

tend to more conscientious on the mistakes that they make. A mistake identified common among

the parents is the feeling that “they had given up too easily” and that they should have asked for

help first before giving up, or allowing themselves to be absorbed by the “depressing thought

that nothing can be done” (Randall & Parker, 1999.)

To cope up with the situation, parents seek treatment and intervention (Trepagnier, 1999.)

Education and therapy is important as they help individuals with autism learn to cope more

effectively with their disability. (Brownell & Walter-Thomas, 2001) However, many parents

tend to hide their children with special needs as they are afraid of what other people might say

and they are anxious of how people might react. Del Mundo (2003) focused on the

environmental factors that support the development of individuals with autism such as the kind
 Impact of Autism 12

of education obtained and the special care-giving techniques used when dealing with individuals

with autism. Orande (2002) carried out a study about different behavioral management

approaches used in dealing with individuals with autism. The following are some of the results of

the study: Frequently used behavioral management approaches are the positive and aversive

types used to eliminate or correct inappropriate behavior and positive approach (verbal guidance,

shaping, positive and negative reinforcement, stimulus change) is relatively more effective than

aversive approach (scolding, firm No/ Stop, firm pressure, time out).

But there is emphasis on the parent-teacher collaboration as a significant factor in the

success of intervention program. For the number of services and length of time the individual

with autism spends with the educator, it becomes important for the parent that they are assured

that their children are appropriately taken care of. Yet Kohler (1999) found out that services

provided encounter problems and many families (90%) are having difficulties when it comes to

the educational provisions as surveyed by Randall & Parker (1999.) A large percentage of parent

respondents (64%) report inadequacies or failures to address the needs. 44% percent of the

parents complain of delays and difficulty in obtaining diagnosis. Also upon enrollment of the

child into educational institutions, they are not informed of how the system works and how

services are delivered. Such statistics calls to give attention to the issues at hand.

Communication between Parents and Educators

Prior to the 1980s, parents have been largely dependent on their child’s educational

needs. But due to legislative amendments in the United States, parents can now be involved in

the same level as the school personnel on the evaluation and design of special education services

and access on the children’s school records. (Turnbull & Turnbull, 2001 as cited in Spann,

Soenksen & Delann, 2003.) McNaughton (1994, as cited in Kohler, 1999) argues that
 Impact of Autism 13

incorporation and valuation of the opinion of parents in the intervention program becomes

important since parents are the ones who are with their children with autism for most of the time,

the knowledge they have about their children would be valuable information in the improvement

of the current services and policies. Further, it is a primary validation method of the applicability

of the intervention programs. This is important given that their children have several

developmental limitations therefore consequent of multiple and special needs (Karp, 1996 as

cited in Kohler, 1999.) Children with special needs are at an advantage, as discussed in Spann,

Soenksen & Delann (2003) when there is such parental participation in their children’s education

because it results to “greater generalization and maintenance of treatment gains” (Koegel et al,

1991), higher possibility of continuity in the educational program (Bailey & Wolery, 1989),

greater parental satisfaction (Stancin, Reuter, Dunn, & Bickett, 1984), and more efficient

problem-solving strategies (Newmann & Wehlage, 1995.) According to Entienza (1996), most

individuals with autism are enrolled in special classes and individualized programs at pre-school

and primary level. Interestingly, it is found that educators working with families have a positive

factor in education (Entienza, 1996) and on other hand, parents who feel supported are less

depressed, anxious and angry (Brill, 1994 as cited in Entienza, 1996) Parent-teacher

collaboration is also essential for consistent behavior management and for the optimization of

individual teaching programs (Orande, 2002.) Most teachers acknowledge the parents are greatly

needed to be involved in instructional planning, as Orande’s study on behavior management

(2002), 90% of the teachers mentioned the parents as attesting to positive changes in behavior.

However, despite the array of positive outcomes of the active participation of the parents

in their special children’s education, many parents are still not able to give input on the

educational program. In a survey inquiring on the concerns of parents (Randall & Parker, 1999),
 Impact of Autism 14

their biggest anxiety arises from educational provision because they feel that they are not being

given the adequate attention and even when satisfied of the educational assistance they receive,

they are still worried if the special needs of their child are met. As reflected in Kohler’s (1999, as

cited in Spann, Soenksen, & Delann 2003) telephone survey of 25 families with pre-school

children with autism enrolled in an intervention program, problems on appropriateness to the

needs and efficiency of services provided were reported by more than half the participants. The

educators’ failure to relay the changes in the program is similar to what was found in Covert’s

(1995, as cited in Spann, Soenksen, & Delann, 2003) survey of 78 families receiving educational

programs where dissatisfaction on the lack of collaboration between parents and professionals is

also reported. Poor communication between the parents and teachers, the latter being

unreceptive and unwilling to listen, is also a major finding in Turnbull and Ruef’s (1997, as cited

in Spann, Soenksen, & Delann, 2003) interviews of 17 parents. Lack of collaboration could also

be due mainly by the fact that parents were not informed of the importance of their active

participation in the intervention (Kohler, 1999.) The roles that parents play in and their

contentment on the early intervention program were noted in McWilliam’s et al survey (1995, as

cited in Kohler, 1999) of 539 families whereby scarcity of choices or discrepancies between

requested and provided services were complained. From earlier studies, the parents’ attendance

to their child’s Individualized Education Program (IEP) does not equate into the parent’s

involvement in the conceptualization and assessment of intervention methods (Goldstein,

Strocland, Turnbull, & Curry, 1980; Yoshida, Fenton, Kaufman, & Maxwell, 1978 as cited in

Spann, Soenksen, & Delann, 2003.) Able-Boone, Goodwin, Sandall, Gordon, & Martin’s (1992,

as cited in Kohler, 1999) survey of 290 parents reflect similar results wherein the lack of input

from the parents is masked by the 71% attendance in IEP meetings of which 14% only have
 Impact of Autism 15

recommendations failing to incorporate the families’ opinions and fully address their needs. On

the other hand, Orande’s study (2002) has counterfindings. Being said that parent-teacher

collaboration is important, teachers generally felt inadequacy in handling and/or teaching due to

lack of parental and family support, (Orande, 2002) also, in the study made by Entienza (1996),

teachers felt the need to upgrade intervention program - the optimization of family involvement

in education and treatment of the individual with autism. Regular teacher-parent consultations,

parent education, home visits, progress and evaluation reports and parents observation visits to

schools were suggested as to improve the programs. These can be helpful in assisting parents in

developing effective management strategies, providing them with practical means of coping with

their children’s problem.

From the studies, surveys and interviews conducted it appears that the three most

pressing problems in acquiring early intervention for the child with autism are 1) more often than

not, parents lack access to the information and services that are appropriate for their child’s

needs; 2) development, implementation and assessment of services often are not done in

collaboration between the parents and the educators and; 3) lack of organization and

maintenance of services provided by different agencies (Kohler, 1999.) Such problems create

more stress for the family than support.

Autism and the Goal of Becoming a Special Educator

Unlike parents who initially were not prepared for handling autism, it is interesting to

know that despite the ‘stress’ the situation can generate, educators ‘choose’ to deal with autism.

According to Boyer & Lee (2001), special educators often enter the field because of their desire

to work closely with children and their families. They have a strong belief in the “unlimited

potential of each human being, and a passion to help others.” In an analysis of career decisions
 Impact of Autism 16

made by special educators in Florida (Brownell & Smith, 1999 as cited in Boyer & Lee, 2001),

four variables were significant in distinguishing who would stay or leave the field: their current

certification, perceived stress of work, perceived school climate (teachers' perceptions of support,

knowledge of what is expected of them, opportunities to improve their skills, and involvement in

making important decisions about their classrooms and programs) and their age. Also, the

experiences of a teacher's first year are critical to the decision to remain in the field. Multiple

levels of support such as induction programs and other activities that provide administrative,

instructional, and emotional support can successfully guide new special educators through the

first year of teaching as it is said that pre-teaching trainings for special educators are different

from the actual teaching, though training programs help create situations that expose potential

teachers to the experiences they will have. (Boyer & Lee, 2001) As the study explores the

underlying context of educators in dealing with autism, the researchers aim to see light in

connection of how they currently deal with their students and its effects on the family and

educator dynamics.

Research Method

Sampling

Purposive and snowball sampling

Individuals living/dealing with autism were purposely selected for the study. A

gatekeeper in an institution dealing with autism was given a letter specifying the objectives of

the research and invitation for participation. Upon approval, referrals of individuals with autism

were made. Parents, siblings and intervention professionals of the referrals were contacted

through landline for approval of participation.

 Impact of Autism 17

Participants

Participants of the study were members of middle-class families around Metro Manila –

six (6) parents – four (4) mothers and two (2) fathers, age 30-45, 5 siblings, composed of both

three (3) brothers and two (2) sisters, age 13-19 and seven (7) intervention professionals.

Data Collection and Analysis

Interview

Interviews with parents and teachers were conducted in a session. Interview dates, places

and time were conducted in the convenience of the participants. Each session lasted for 1 hour

and 30 minutes.

Focus Group Discussion (FGD)

Two focus group discussions for siblings, one for female siblings and another for male

siblings, were also conducted. FGDs were conducted in the University of the Philippines,

Diliman. FGD sessions lasted for 1 1/2 hours.

**Voice recorders were be used for the every interview and the Focus Group Discussion.

Question guide and topic guide (see appendix) made by the researcher served as a guide during

data collection. After data collection, transcriptions of all recorded data were produced. Thematic

analysis was used for all interviews and Focus Group Discussions.

Throughout the duration of the study, researchers used field journals for note-taking of

observations (i.e. behaviors) and for personal reflections.

Ethics

All participants were informed regarding the objectives of the

research (including the scope of topic) and its research methods – this
 Impact of Autism 18

includes the approval of the usage of recording devices and assurance of

confidentiality and anonymity.

Validity

All data outputs (i.e. transcription of interviews) were

presented to the informants for approval of usage and validation of data

accuracy.

Primers

Two (2) primers about autism were evaluated using discourse analysis. The researchers

critiqued the presentation of their definition of autism, specifications of behaviors of individuals

with autism and other facts presented in it as to evaluate how autism is presented by the

institutions dealing with autism, being an authoritative figure on the phenomena.

Movies and commercial

Discourse analysis of two (2) foreign films about autism and a commercial were made by

the researchers as to evaluate the way of how autism is being presented in our society through

mass media.

Limitations of the Study

All the parents and the siblings that participated in the study came from families that have

already accepted the condition. There were no negative cases in terms of level of acceptance

limit the perspective of the data collected. There were no cases to compare with and contrast

against the experiences of the families who have already accepted the situation. Given that the
 Impact of Autism 19

topic was already a sensitive one, it would be more difficult to obtain an interview if the family

is still in the denial stage.

Also, all the participants come from the middle to the upper middle class of the socio-

economic stratum. Participants, families and professionals alike, all come from the urban areas.

Their counterparts in the rural areas would have contributed to the diversity of perspective and

experiences of how autism creates an impact in its immediate circle and whether autism would

still have the same impacts given a different socio-economic background.

The movies analyzed were both foreign films that centered on autism. The researchers

were unable to acquire local movies that feature autism because the films were already

unavailable (the films were released some years ago.)

Results and Discussion

Parents

Parents’ Speculation

Prior the diagnosis, parents don’t have any idea about autism. They only had observations

of developmental delays as age-appropriate behaviors and skills are being compared side by side

with the child, especially when parents have other children prior the child with autism –

”Kinutuban na kami, kasi lahat ng anak namin bago tumungtong ng 1 year old, a nagsasalita

na…nagtataka kami, bakit kasi almost 1 ½ years old na di pa nagsasalita puro baby talk pa rin,”

While some observed certain odd behaviors like rocking, loss of eye contact, playing the unusual

manner or having fixation on certain things as manifested by the child that made them suspect

that there might be something ‘wrong’ - “Gusto niyang laruin ung gulong, ipa-ikot nang ipaikot

ung gulong tapos nasa isang sulok lang madalas. Ayaw makihalubilo sa ibang mga bata…Wala
 Impact of Autism 20

siyang eye contact at di siya nagfo-focus.” Since parents don’t have any idea what autism is,

although some have encountered autism as presented in foreign and local movies, this was not

enough to provide sufficient knowledge about the condition. Some parents speculated that it was

only a developmental delay, that given time, it will become better, while some others compared

the condition as similar to other known special disabilities such as ADHD. However, first time

parents, on the other hand, remain clueless as they lack ideas about developmental norms

compared to those with older children prior their child with autism. Thus, suggestions for check

up came from friends, relatives and even medical professionals that paved way for diagnosis.

Diagnosis

As Ticar (2002) claimed that no parent is ever prepared to become the parent of a child

with handicap, diagnosis always generate gamut of reaction from the parents. Shock, disbelief,

fear, grief and helplessness were commonly felt by the parents. Diagnosis was even equated with

death as a parent recounts the diagnosis - “I thought our child has died, we felt that he couldn’t

have the same kind of abilities and opportunities like the other kids and the usual dreams for

your kids are erased.” Acceptance of the situation comes to be a difficult and gradual process

(Harris, 1984 as cited in Randall & Parker, 1999) and Kubler-Ross’ stages of acceptance seem fit

to describe the process that the parents go through, although not in a continuous manner as the

second to fourth stages (anger, bargaining and depression) can overlap or may not be

experienced through the process.

Initially, upon diagnosis, parents are in the stage of denial or isolation. This characterizes

long periods of weeping and disbelief. Disbelief roots from no known family history of related

disability and insistence of misdiagnosis, as some even sought opinions from other professionals,
 Impact of Autism 21

hoping to have other diagnosis. Reactions of mothers and fathers towards this stage were in

different approach - mothers tend to be more emotional, while fathers tend to be more objective

and serve to support to their spouse, as a father recalled, “Nung nalaman namin yun, medyo ang

misis ko talagang buong magdamag umiiyak, ako naman noon medyo tahimik lang. Ipinakita ko

sa kanya na nandito ako inspite the fact na medyo ano yung anak namin. Di ko pa rin siya iiwan,

nandito parin ako, susuporta ako sa kanya.” Process of acceptance differs from one parent to

another; some parents tend to take the diagnosis faster, however there are those who don’t. Some

still undergo stages of bargaining, anger or depression as questioning of situation intensifies.

Questions of ‘why’s linger during this process - “Sabi namin, bakit kami pa? Of all the people,

bakit kami pa?” Most questions and concerns of parents that also emerge were about the

uncertainty of the future and foreseeing the parents’ death in the future. Questions such as

”Paano yung future niya? Paano pag nawala kami?” surfaced, similar with the study by Randall

& Parker (1999). Although these same questions can purposively serve as the guiding post to

acceptance - “Pero nakita namin na di pwedeng ganoon nalang...Tatanda kami, mamamatay

kami, pano siya?” Turning point from initial denial and questioning to acceptance generally

comes from realizations that nothing can be done to change the situation and that instead of

putting most energy in crying and questioning, it should be directed to more useful ways to help

the child. Diagnosis, although hard to accept, shifts confusion and uncertainty to proper direction

as it orients the parents on what to do next. “When the diagnosis was given, it gave us direction.

When we found out what exactly the condition was, all are towards that direction…”
 Impact of Autism 22

Role of Attribution and Adaptation

As not every parent achieves acceptance stage, acceptance of the condition still isn’t the

end of the tunnel. Acceptance can still be in a positive or in a negative light. According to Fine

(1991), "personal perceptions and responses to stressful life events are crucial elements of

survival, recovery, and rehabilitation, often transcending the reality of the situation or the

interventions of others." Perception and attribution, whether positive or negative, created in the

process of acceptance plays a major role to adjustment and adaptation as it shapes coping and

attitudes of the family as a whole and in dealing with intervention. Parents interviewed in this

study identified positive attribution about the situation as many believe it is “God’s will”, “bigay

siya ng Diyos” or that there’s a purpose or a plan why this happened to them, rather than just

accepting it for the sake of accepting it, because there’s no choice or feeling that nothing could

be done anymore. It is evident that these positive attribution is anchored to one’s faith. From

religion or belief in God, one finds explanations to questions asked. This brings comforts in

times of crisis or frustration and it serves as a mean to cope, as it gives “theological justification

for man’s fate.” (Panopio, Cordero-MacDonald, Raymundo, 1994) Religion as a source of

positive attribution is not much of a surprise since the Philippines is a predominantly Christian

nation, where religion plays a strong force on personal and social behavior.

After diagnosis, great deal of adjustment and adaptation is being demanded by the

situation that two kinds of coping strategy emerge from the interviews. First, through usage of

active-cognitive strategy, where parents actively think about the situation in an effort to make

things better (Burger, 2000). Prayer, having the attitude of “taking things a day at a time” and

looking at the positive side of the situation are some active-cognitive strategies engaged by the

parents. In addition, some engage through active-behavioral strategy by taking actions to

 Impact of Autism 23

improve their situation (Burger, 2000). Through studying and researching about the condition,

talking with spouse or professionals about the problem, making a plan for intervention, quitting

the current job, seeking help from other people with same situation and enrolling in special

education courses are some actions that the parents did to cope with the situation.

Family Dynamics

As Trepagnier (1999) stated, many aspects of the family life are affected by the

condition. It encompass marital and sibling relationships, relationships with other relatives,

friends and neighbors, housekeeping and finances, needs of the other children, family leisure

activities, personal development of the family members most of all the physical, mental,

emotional and psychological well-being.

Fathers and Mothers

Marital relationships, contrary to researches that the condition results to high possibility

of marital discord, parents asserted that it brought them more closely together as communication

becomes more open and frequent than before – “Communication namin mas lalo na widen, dahil

sa time to time, chinecheck namin ang isa’t isa regarding Donald. Nagpplano kami, usap kami

nang matagal kaysa noon and a, may mga times din na natutunan naming magtiis ng sabay…,”

This plays a ground on having a “give and take” attitude and not blaming one another about the

situation as part of coping with the situation.

As parents tend to adjust with the situation, they evolve around and prioritizing the needs

of the child with autism. This “attention shift” affects family dynamics and even their careers.

Most mothers quit their jobs to be with their child, while some undergo changes and disruptions
 Impact of Autism 24

in their work hours, as the need to attend their child arise. In regard with involvement, mothers

tend to be more involved with hands on care than fathers do, as it is justified that fathers need to

work due to the financial constraint that the condition has generated (i.e. fee for intervention).

Though, there are times that fathers involve themselves during special and rare occasions like

Parent-Teachers’ Association meetings or special programs.

Parents on Children

“Ikaw ang normal, ikaw ang mag-adjust.” As family dynamics change, parents also

expect understanding and adjustment from their other children. Children’s attitude on the

situation and participation in intervention is greatly anchored on the parents’ attitude. As parent’s

role is crucial in assisting their children to understand the situation, this challenges parents to

explain the situation clearly and lovingly to their other children for understanding facilitates

children’s participation in follow ups. However, when explanation can’t still be comprehended

by the children, parents channel it through actions. Parents who are involved with support groups

or foundations try to expose their children through activities, some, bring their children on some

therapy sessions to foster further understanding and awareness. As parents were also asked

regarding their children’s reaction of the situation, we felt that the child’s age during diagnosis

and age difference between the child and the child with autism does matter in attitude towards

accepting and understanding the situation. Parents with adolescent children didn’t express

problems in explaining to their children about the situation since their children are ‘old’ enough

to understand the changes nor would have issues of jealousy for attention, as this developmental

stage (adolescence) characterizes desire of freedom and independence from their parents, thus,

posing no problem on both sides. Likewise, the child much younger than the child with autism
 Impact of Autism 25

(i.e. 4 years) tends to take the situation as a matter of factly as compare to older or younger

children with little age difference with the sibling with autism. Siblings with little age difference

tend to be jealous and had feelings of being unloved as attention is mostly directed towards their

sibling, not to mention that they couldn’t understand the situation objectively.

As the time spent with a child with autism is sometimes stressful and demanding, parents

expect support and help from their older children. Parents teach and involve their child to do

follow up activities such as massage therapy. This family “teamwork” in fact, enhances the

quality of family life, as it brings love and growth not only to the child with autism, but to the

whole family as well.

Parents on Teachers

For parents, teachers are instrumental to the growth of their children. Parents desire

teachers to act as their child’s friend, one who can understand and penetrate their world and be

sensitive to their need, rather than just being stacked with a strict teacher-student relationship.

With parents’ relationship with teachers, they see it as a partnership or a teamwork that builds on

open communication and transparency. With this kind of involvement, friendships with teachers

even develop as time goes by.

Impacts of Autism on Parents

The parents we interviewed narrated their experiences evident with love and care. This

probably attributes to the fact that they have positive attribution of the condition. They all

remarked that the condition taught them a lot of things. They learn the value of patience and love

as they deal and live with their child. Small improvements are like small miracles that deserve to
 Impact of Autism 26

be celebrated! One parent expressed this joy as she shared her experience, “The first time when

he looked in the eye with meaning, all of us were really jumping! And the first time he uttered

‘no’ in the school, all of the teachers were talagang in piyesta! Small miracle happened, as soon

it happened, they called me…” They learn to appreciate the small things in life that people miss

appreciating in a normal situation. It also taught them to set realistic goals, take one step at a

time, be accepting of what comes our way and be flexible. Most of them, rather than taking the

condition as a burden, they consider it in a positive light, a blessing – as some even are grateful

and expressed that if their child had been normal, they wouldn’t learn as much as they do and be

the person they are today. One parent beautifully shared his thoughts about having a child with

autism and how it impacted him, we quote, “Mahirap magkaroon ng anak na special child, pero

challenging naman ang pagkakaroon ng special child. Pero ang pundasyon para tumatag ka, pag

merong ka nang ganoon is itanong mo sa sarili mo, hanggang gaano mo sya kayang mahalin,

gaano mo siya kayang ipaglaban at bigyan ng oras, I do believe ito ang pundasyon ng bawat

magulang…”

Beyond Acceptance: Empowerment

As some parents might not attain full acceptance of the condition, some grow beyond

accepting. Armed with sufficient resources and will, some are empowered to form a foundation,

support groups and a library to extend help for other people who need their help and hopefully

lead them to empowerment of others as well. Aside from what is mentioned above, some also

enrolled themselves in SPEd courses and taught other special children as well to share their life

and love that they gave their own.

 Impact of Autism 27

Siblings

During the discussion, siblings have shared that initially, some of them are indifferent of

the situation, yet because of the exposure made by their parents as they grow older, the initial

indifference was turned into interest or curiosity. Parent’s involvement in organizations or

support groups affects and influence the sibling’s way of dealing with the situation positively. To

understand the condition more, some gathered information about autism by reading books owned

by their parents as they themselves are seeking out what the condition is. According to the

siblings, their parents expect understanding from them as attention would be given much to their

sibling, but their parents affirm that it doesn’t necessarily mean that they don’t love them

equally. According to Howlin (1988 as cited in Randall & Parker, 1999), siblings feel obliged to

compensate for the limitations of their siblings or feel pressured to meet the parents’ expectations

(Seligman, 1991 as cited in Randall & Parker, 1999.), however, no similar sentiments arose

during the discussions. Moreover, their parents expect their active role in taking care of their

sibling with autism, that from time to time, their parents tell them that in the future, they are the

ones who will take care of their sibling. Siblings, then, regardless of gender, realize that they

should involve themselves more in taking care of their siblings, not just because of obligation,

but it serves as an opportunity for bonding time with their siblings, as well. Male siblings, same

as female siblings spend time and activities with their siblings with autism, contrary to what

Ticar (2002) stated. With the relationship of birth order and the degree of sense of one’s

responsibility, Farber (1960 as cited in Randall & Parker, 1999) accounts that younger siblings

tend to be more involved in the care of the sibling with autism. During the discussions, however,

older siblings equally felt the responsibility and no feelings of being burdened, guilt, anger,

resentment as findings by Seligman (1991) & McHale et al (1984) (as cited in Randall & Parker,
 Impact of Autism 28

1999). In fact, one of the eldest in the group feel that his role serves as being the second parent of

his sibling and he desires to take care of him for the rest of his life. Consistently, two common

sentiments among the siblings are the sense of responsibility in defending their siblings and

sympathy towards other special children and their families. This supports the studies cited in

Randall & Parker (1999) by Gath (1972), Lonsdale (1978) and McHale et al (1984, 1986) where

siblings find dealing with the condition actually satisfying and fulfilling for them. Due to having

to cope with the inabilities and limitations of the individual with autism, siblings tend to develop

a higher sense of responsibility and maturity (Howlin, 1988 as cited in Randall & Parker, 1999).

Also, during the discussion, the participants recount the influence of autism to their chosen

course or desired career. One brother took nursing, instead of engineering or accountancy when

his brother was diagnosed with autism so that he could be knowledgeable in taking care of his

sibling, another sister plans to take up Psychology in College to further understand her sibling.

This reflects the great extent of the impact of the condition in their lives, as their dreams and

aspirations are intertwined with the condition of their siblings,

We infer that the positive attitude posed by the participants in the discussion, whether

male or female, is anchored on their parents’ attitude and acceptance as they made several

references about their parents and how they [parents] positively dealt with the situation.

Probably, the gender and birth order difference weren’t seen as the acceptance factor weighed

more than these other factors.

Intervention Professionals (Educators and Clinicians)

Many of the intervention professionals, educators and clinicians alike, that we have

interviewed, did not originally have plans of entering the field of educating and treating
 Impact of Autism 29

individuals with autism. In fact, prior to entering this field, they have little idea what autism is.

Association with other disorders or syndromes like Down’s syndrome is common. Their

perceptions and knowledge about autism are primarily from their undergraduate courses (e.g.

Psychology degrees), from their internship, and previous exposures (visiting special schools or

institution; participation in support organizations.) As it is with other people, they acquired

common knowledge about autism as propagated through the media (e.g. movies.) Their

perceptions of individual with autism are that they “have their own world” or “an innocent child

who doesn’t notice you” or “forever silang bata.” Common themes would be the temporal

permanence and likening to the characteristics of a child. Despite knowing little about autism,

they have entered their respective professions initially because they were presented with the job

opportunities and many have taken it as challenging. For those who were able to handle regular

kids before, almost always, they compare their professional experience when it comes to

handling regular and special children. Most have seen that there isn’t much progress in terms of

career and personal growth (“…napunta ako sa isang pre-school, pero na-bore ako k’se parang

walang challenge”) that is why they shifted careers. Sometimes, they were not in control of

where their career has taken them because of circumstances (“I was forced to deal with kids,

which is ironic kasi pagka-graduate ko, sabi ko sa hospital ako magwo-work, yun pala it turned

out na first job ko sa pediatrics…so kids.”) Upon entering this profession, they encountered

positive and/or negative experiences that have affected their pursuit of their chosen career. Most

did not encounter any instance or people that discouraged them or made them hesitant, we may

infer that support of family and friends are essential in the decision-making in the acceptance of

this kind of work because there are a lot of stresses that may arise. Yet there was this one teacher

that experienced family and marital problems, and financial and legal issues with regards to the
 Impact of Autism 30

founding of the school. Although, we have inferred that available support and resources are

factors to entering and continuing their profession, from this participant’s experience, we may

surmise that a greater factor would be one’s attitude towards their profession, how they regard

themselves and their work, and their motivation.

Most of the educators regard their career as a “challenge” or “challenging.” Because

autism is a condition that affects many of the cognitive, social and communication faculties of

the individual, dealing with autism is difficult in itself, which makes them all the more absorbed

in their work. They would describe their daily experiences as difficult (“So you’re physically

tired and mentally exhausted) and stressful (“Napaka-distressing sa part mo, k’se kumbaga lahat

na ng effort mo… lahat ng aspect sa buhay mo parang ibinibigay mo na lahat then, parang

walang nangyayari so, nada-down ka”) due to the diversity of the students or clients that they

handle. Probably the participants, feeling that their career remains stagnant, were looking for a

shift from the “monotony” of the highly structured work that tends to become mechanical, more

so for those who were able to handle regular kids and compare their previous job with the

current. It could be searching for avenues wherein they can explore their limitations and

strengths and be able to foster development. They have cited instances wherein they find it

challenging to be constantly devising ways to “penetrate” the world of the child or “immerse in

his world” like “Sabi ng boss ko noon, yung pinaka-pinakabobong paraan ng pagtuturo, yun

yung isipin mo k’se yun yung effective sa kanila… ‘di mo sila pwedeng turuan na level mo.” As

they have described their work experience, it is a “never-ending process,” that it is a continuous

“learning experience.” They learned that their undergraduate courses and prior training were not

really enough to prepare them; they were just given some idea and theoretical background (“All

theory”) but in practice, it is a whole lot different. Their first encounters of dealing with children
 Impact of Autism 31

with autism mainly were conducting observations and attempting to unlock the key to how to

reach out to the child like “yung unang-una more on sa pinagmasdan ko lang sila” or “siyempre

psychology, so observe-observe then nino-note mo kung ano ba ang kiliti niya.” They have taken

these initial encounters as challenges or trials which made all the difference in their decision to

stay. As discussed by Brownell & Smith (1999, as cited in Boyer & Lee, 2001) in an analysis of

career decisions of special educators, the first year of experience is crucial. Viewing their work

as a challenge, their sense of competence is evoked as Wink and Helson (1993, as cited in Stone,

Church, Raskin, & Church, 2000) found out among (female) adults aged from 21 up to 52 that

there is an increase in competence in a longitudinal study. It is becoming more and more

important for adults (in general) that they develop as can be summarized in the agentic

orientation that Bakan (1966, as cited in Stone, Church, Raskin, & Church, 2000 ) refers to as the

person’s emphasis “on achieving, succeeding and on making one’s mark in the world.” Thus,

due to the nature of the condition that they handle, their work experience tends to be

“experimental,” experiential” or a “trial and error.” Even though there are general characteristics

or behaviors common among the individuals affected with autism, each treatment protocol or

behavior modification program is highly individualized. It is a case-to-case basis, wherein the

intervention professional must be sensitive on what the individual with autism needs, what must

be focused, and what works effectively. Based from their experiences, patience is the key

characteristic that a teacher or clinician must possess. They compare it against the regular,

mainstream school wherein patience must double or triple for the special school- “kung ang

pasensya mo sa regular school ay one hundred percent, pasensya mo dapat dito ay three hundred

percent!” There are instances of aggression, tantrums and other behavioral difficulties that need

to be modified. And since individuals with autism are impaired on several aspects, progress can
 Impact of Autism 32

not really be seen immediately and drastically. As one speech therapist says, “there is no fixed

timetables of learning” because as each one of us is different, so are they even if they are

affected with autism. Each task, how basic it may be, must be broken down into much simpler

tasks and must be taught or demonstrated in all possible mediums or methods. There are times

that they would not get any reaction or response from the child, or that they would just repeat

what has just been said (echolalia.) They must then employ methods to be able to relay to the

individual with autism the concept or task to be done. Some students or individuals with autism

needed to be taught in a “firm and strict fashion,” others needed to be “bribed” or given

reinforcements. But all of these must be done consistently; this is the emphasis of the

intervention program whether be it at school or at home. One must adapt a program wherein the

pacing suits the limitation and skills of the individual with autism. The goals that must be set

should be grounded on realistic terms because expectation beyond what is realistic could lead to

both stress for the person with autism and frustration for the intervention professional. Hence

being “versatile” or otherwise referred to as “flexible,” “open-minded,” or “creative is

necessary;” an educator or therapist must explore all other alternatives or possibilities when one

strategy won’t work (“Kasi when you are there, pag nandyan na yung kids, lahat ng alam mo

pwede mo nang ilabas, di ka pwedeng magdevise ng treatment protocol na pareho… Parang eto,

it should work…”). They must learn to adapt a ”wait and see” attitude. In this light, “optimism”

and trusting or believing that they could carry out the set goals is important because as

intervention professionals, they should not give up on the intervention program. When little

progresses are made, the educators and clinicians must readily notice this and appreciate this

because as one educator describes, “Makahawak lang siya ng pencil, yung tamang hawak ng

lapis, big deal na ‘yon.” They must learn to appreciate each little positive change in behavior or
 Impact of Autism 33

task performance. They emphasize that they must let the child feel that they “belong,” that they

are “loved” and that they are “appreciated.” Their relationships with the students are not

confined to their being the educator; they have described their relationship with the individuals

with autism as being their “friend,” and “playmate.” The dualism of the relationship comes in

part that they don’t see their work as just a job. There is a personal attachment to the job as

Panopio, Cordero-MacDonald, & Raymundo (1994) refers to as personalism or ascribing “major

importance to personal factor which guarantees intimacy, warmth and security of kinship, and

friendship.” The initial regard of work as a challenge eventually transforms. Fulfilment (“…

parang nagjo-join ako ng ano, parang summer camp for special children so parang I just realized

na mas enjoy ako if I’m with special kids than with regular kids) becomes the pivotal point that

makes them stay in their chosen profession. It is in the realization that they are not the only ones

imparting something for the individuals with autism- they are not only the ones teaching; they

are being taught as well. They apply in their lives what they pick along the way in their career

like learning to become more patient, become more sensitive and appreciative. One SPEd teacher

describes the teaching experience as more of a process of “facilitation” because it is a two-way

process wherein they give something, the individual with autism responds, in return they gain

something- they describe it as affective and/or cognitive gain. They feel fulfilled in being able to

accomplish one step closer to their set goals or they become more critical in their judgments on

what must they do to achieve their end, hence great mental efforts are demanded in their work.

Career-wise and in terms of personal growth, they are continuously in the process of

development. The satisfaction comes greatly when they started at zero-intervention level and the

slightest change in behaviour occurred- this is what they find most rewarding. But they

emphasize that they must let the parents feel the fulfilment that they experience and the
 Impact of Autism 34

appreciation of the little, gradual progress of their children. “… kailangan makikita ng parents na

na-appreciate mo sila para sila din ma-adopt yung behaviour mo.” Appreciation from the parents

may not be elicited as easily because it might that they haven’t understood the condition fully or

that their feelings towards the situation may have not been totally resolved yet. The educator and

the clinician, in turn then, should make the parents understand that the learning of their children

with autism is a collaborative effort. “Hand-in-hand” or “partnership” is how the educators want

their relationship with the parent be as Entienza (1996) showed that family-educator

collaboration has a positive relation to the success of the intervention program because “greater

generalization and maintenance of treatment gains” (Koegel et al, 1991), “higher possibility of

continuity in the educational program (Bailey & Wolery, 1989), and “more efficient problem-

solving strategies” (Newmann & Wehlage, 1995) become possible. Since behaviour

modification and normalizing the individual with autism requires continuity and consistency of

program, the parents must implement at home the same treatment and protocols applied in the

school or therapy. The intervention professionals emphasize that consistent behavior

management and the optimization of individual teaching programs is best possible under parent-

teacher collaborations (Orande, 2002.) “Yung anak ninyo 4 hours lang yan sa school, kayo

twenty hours ninyo kasama,” a SPEd teacher stressed; they can not monitor the child every now

and then. In the long run, it is the parents or the family who would be spending together so it is

important that they are consistent, “‘di naman natatapos ang learning experience ng bata dito sa

school kaya nga sinasabi ko lagi, consistent. Kung ano yung ginagawa sa school, pagdating sa

bahay ‘di pwedeng kung ano yung gusto ng bata, yun yung susundin.” Hence, parental

involvement is highly encouraged. Their opinion and input would be highly valuable in the

revision and improvement of the intervention programs since parents are the ones who are with
 Impact of Autism 35

their children with autism for most of the time Further, it is a primary validation method of the

applicability of the intervention programs (McNaughton, 1994, as cited in Kohler, 1999). The

formulation of the Individualized Education Program (IEP) of the children with autism should

include parental input.

But the participants had experienced uncooperative parents who either leave all the

training and educating of their children (“I just get someone to do it for me so I won’t deal with

it”) with autism to the intervention professionals or complain to the behavioral problems and/or

seemingly lack of progress of the children (“Teacher, bakit pag sa inyo sumusunod, pag sa amin,

hindi?”). It could just be inadequate understanding of the condition as Kohler (1999) cites that

parents probably lack collaboration due mainly by the fact that parents were not informed of the

importance of their active participation in the intervention. But on a more important note, the

educators and clinicians deem that it all boils down to the level of acceptance of the parents.

There are parents who are still in denial, which prevents them from seeking the appropriate help

that they need; some are still in the bargaining stage, which hinders the realization of who their

child is and understanding them in their fullness; and some have accepted the situation fully but

the attitude of the parents upon acceptance of the situation still differs among parents. They

could have accepted the situation and be involve as much as possible in the intervention program

and be “cooperative” yet there are some who have accepted the situation and enrolls their

children into the intervention program but views that the intervention regimen is all the job for

the educators and therapists to do (“… parang inaasa lahat sa teacher yung responsibility.”) On

such cases, teachers also assume the role of counselors of the parents, of the family, “Pag

nagtuturo ka ng special child, ‘di lang yung anak yung kliyente mo, pati magulang kliyente mo,

pati mga kapatid kliyente mo… Kumbaga you’re a counselor for the parent, sa mga siblings...
 Impact of Autism 36

Kailangan mo silang intindihin. Kailangan ipaalam mo sa kanila na ito dapat yung gawin, yung

ganon. In time siguro, matututunan din nila yon.” Prior to the parents’ willingness to cooperate,

it must dawn to them first what they need to do. Hence, the intervention professionals must know

how to make the parents understand the situation although the experience of the educators and

therapists, more so their age, is critical. “Minsan ang pino-problema ko sa parents, eh yung

sobrang younger ako, parang tina-try nilang i-manipulate ako,” educators and clinicians then

must know what they are saying, to be credible as authority. One SPEd teacher said that she had

to be firm on what her rules are on her stepson who had austism as she had experienced how to

deal children with autism, “Walang pakialam kung magwala siya, basta eto, eto yung rules ko.

Eto dapat yung gawin to discipline…”

The school policies or institution regulations also come into play in the parent-teacher

collaboration. According to the participants, what the school requires from parents in the

intervention program facilitates on how well the parent-teacher partnerships work. It is also

important for them they are friends with the family (and sometimes more than friends, “…

eventually pag malaki na yung improvement ng bata, parang nagiging part ka na rin ng family

kahit na ‘di mo na estudyante yung kid…”) so that the intervention program would not be strictly

regarded as work and that communication would become more open, which could be part of the

policies of the school as well- accomplishment of narrative reports or journals as means of

communication to the parents, parent-teacher conferences to mediate incompatibilities of ideas

and concerns, and the like. Trust on the educators is important. As their relationship with the

parent deepens, they are subjected to the role of “shock absorber” to the parents. Parents’

problems and concerns with regards to their children with autism are confided to the educators,

and the latter need to understand and empathize with the parents. As Brill (1994, as cited in
 Impact of Autism 37

Entienza, 1996) argues, parents feel less anger, anxiety, and depression when they feel that they

are supported. The educators and clinicians understand that it is part of their duty, although they

encounter a lot of frustrations and disappointments, they choose to stay. What steers them to do

so, in the final analysis, is how they view their work. The participants see their work as

something more than a job- they work beyond work hours (“Talagang ‘di dito uso yung eight

hours of trabaho lang”) and even away at the workplace (“Habang bumi-biyahe iniisip mo na,

“Ano ba yung problema? Ano ba ang dapat gawin? Ano pa ba ang pwedeng gawin?”) There is

that level of dedication to the work because they regard their work as a “ministry” or as a means

of serving God, “vocation” or a commitment, or “profession” which is an expression of

themselves and of their lives, or a duty or responsibility, when they attribute their entering into

this field as having some kind of purpose. They call it having the “passion,” the “heart” or “love”

that fuels them to continue, otherwise, they would have easily quitted due to the pressure and

load of work and problems- difficulties when it comes to children with autism, with parents, co-

workers and the general climate of the school. As in Brownell & Smith’s (1999, as cited in

Boyer & Lee, 2001) analysis of career decisions of special educators, four variables were

significant in distinguishing who would stay or leave the field: their current certification,

perceived stress of work, perceived school climate (teachers' perceptions of support, knowledge

of what is expected of them, opportunities to improve their skills, and involvement in making

important decisions about their classrooms and programs) and their age. The chances of

developing themselves in terms of career are generally described in their never-ending “learning

experience” and which is a more salient theme among the male participants (one SPEd teacher

and one speech therapist) wherein they have high regard for the advancement of their career (“…

kumbaga, feeling ko parang siyang track eh. Kumbaga ito yung track, kung titigil ka pa, saan ka
 Impact of Autism 38

pupulutin? Ba-bounce back ka uli, babalik ka. Kaya kumbaga parang ipaglabanan mo na lang

para mag-continue. Parang trial k’se siya, trial lang siya in terms of career and professionalism.

So kung ‘di mo pagbubutihan, kumbaga, kung ganon lang susuko ka na, ‘di ka magmo-move.”)

It is like they are making the best out of the circumstances that they were beset with. .” They

have learned to take things lightly and to see something positive or pleasant from the stressful

situations they are in- saying that interacting with individuals could be enjoying, if one wants it

to be so. On the other hand, the female participants find the fulfillment that they obtain as the

major motivating factor in staying. According to Maslow’s hierarchy of needs (Stone, Church,

Raskin, & Church, 2000), it is innate among humans to be driven to realize their fullest potential

and “to push for the optimum fulfillment.

Drawing from the trends of perspective shifts of the participants, they see themselves to

be still in the same line of work, although could be through other means or achieving higher

goals (e.g. putting up a school of their own, becoming resource speakers or professors in

universities), in the future. They may be doing it more of as further advancement of their careers

(as is noticeable among the males) or more of a commitment or dedication (more among the

females.) This difference in their views of their career between males and females, could be

attributed to the difference in their level of attachment and personalism on their work- due to the

differential socialization between men and women. According to Panopio, Cordero-MacDonald,

& Raymundo (1994), differential treatment between sexes encourages dichotomy, masculinity

and feminity. Boys are encouraged to be “assertive” and become good providers, hence they’re

likely to be more career-oriented whereas girls are encouraged to be “compassionate,”

compatible to the motherly figure, hence the affective-dominated regard on their profession (e.g.

recurrent themes of “love,” “care,” etc.)

 Impact of Autism 39

Society and Autism

“Hindi namin siya itatago sa tao…Pinipilit namin hinahalo sa normal na sitwasyon,

[pero] alam mo na may limit. Hindi siya total na magbleblend sa normal na buhay.”

”Wag nilang ilabel ang anak ko na parang ibang bata. Kasi gusto ko rin mabuhay si

Donald na parang di siya, di siya ibang bata. Kapareho din siya ng ordinaryong nabubuhay”

Involving the child with autism in “normal” activities or social adaptation is commonly

done by parents. It is a parent’s desire to let their child adapt to the environment and function

like other people do. As a matter of fact, independence is a main thrust of parents for their child.

However, society’s little knowledge coupled with the uncertainty of actions that their child might

make leads the “norm-alization” difficult and very limited. As parents try to involve their

children in the norm, because of limited knowledge of society about autism, some parents get

judgments of bad upbringing from other people or comments that they shouldn’t have let their

child go out of the house. Also, because of some uncontrollable behaviors like tantrums and

spanking that might occur, parents seek for understanding on their child’s behalf, due to the fact

that their actions are unintentional. Parents at times just reason out, “Special po kasi…,”

however, not every one can understand. Not all are knowledgeable about autism, sadly, people

even generalize disabilities as only either retarded or abnormal, no proper distinction. It is a

parent’s concern that people wouldn’t criticize their child and treat them as ‘ibang tao’, as they

are also people but who just happens to have autism. It is not the fault of the parent nor the child

- they didn’t choose nor desire for the situation to be that way. This challenges facilitation of

awareness of autism on our society – to accept them as part of the society, which they too can
 Impact of Autism 40

contribute even in their own way. Ignorance and indifference can’t just be ignored. One parent

even retold of how the Australian government cares for their citizens with handicap, and

compares on how our government deals with it, and finds it very frustrating. This challenges the

government to evaluate, take part and take action. The lack or inadequacy of support given by

the government to this sector of the society, which we may consider as a minority, is telling of

the system and its prioritization. It is not enough reason that we are not a rich country because in

the first place, we are not having problems with the funds (even if, we have a ballooning deficit

and loan from the IMF-World Bank) per se- it all boils down to how the funds are budgeted.

Campaign for more informed awareness would be a start in the government’s moves to

supporting the cause.

Autism Presented in Movies, Primers and Commercial

Most of the parents and siblings we have interviewed consistently revealed that they had

barely, or if any, knowledge about autism. After the diagnosis of their child or sibling, in the

quest to find out about their loved one’s condition, they would turn to movies and books to seek

information about autism. This is why we deemed it necessary to analyze the kind of information

movies and written materials give out to the people whom might be looking to find out more

about autism as a condition and as a way of life. We also believe that the initial encounter with

autism greatly affects the schema formed by parents and siblings about their loved one and

because of this reason, movies and written materials which center on autism is an important

aspect in facilitating or staunching the acceptance of the parents and siblings of the situation. In

addition, popular media is influential in creating conceptions about autism that the public might
 Impact of Autism 41

hold, in line with this, the current commercial about autism and the movies are note worthy to be

critiqued and analyzed.

Primers

Information found on the primers are the description or definition of autism, the probable

causes for the disability, an elaboration of the main symptoms in communication, social

interaction, sensory impairment and behaviors and a checklist that readers can verify to be able

to back up their assumptions that their loved one may have autism. There are minimal scientific

and medical terms seen in the primers. All the information is given using everyday language.

This is essential for the better discernment of the readers of the information. The minimal

medical terms make the information less alienating to the readers as it already is.

The targeted readers of the primers are the parents who may be dealing with a child with

autism. Most parents initially have no idea about autism and so using the primers, they could

gain direction as to why their child is behaving the way he does. The information paves the way

towards the right intervention and treatment so as to be able to unravel their child’s condition. To

some extent, the primers also reach out to physicians who are treating patients with behavior

consistent with autism. Because little is known about the disability, and some physicians might

not have encountered it during their training, the primers help them to effectively diagnose or

determine such behavior on their patients. Again, with the right identification of the condition,

the physicians could device the proper treatment for their patients.

The primers mainly featured the observable behaviors that are commonly attributed as

signs of autism. The primers showed illustrations that picture the behavior so as to make the

information more understandable for the reader. A couple of phrases are given to explain the
 Impact of Autism 42

symptom. But in as much as these illustrations help in making the symptoms more

understandable, the given descriptions of the symptoms or probable behavior of individuals with

autism are very vague. Neither levels of intensity nor specific frequencies of the behavior are

given so as to differentiate normal display of these behaviors versus autistic display of these

behaviors. There are no clear cut lines of separation of the levels of intensity and frequencies

which determine that a certain behavior can be attributed to autism versus those of other

disabilities or even normal exhibition of the behavior. There may be cases that the same

behaviors, for example, frequent tantrums and sustained odd play, are also manifested by

children with ADHD and could be mistaken for autism. The lack of these measures and

clarifications may result to confusion and could lead to the wrong diagnosis hence, the wrong

treatment for the child.

“The first step in helping is identifying the symptoms.” This is the given slogan of the

primers analyzed by the study. The primers centered on giving the symptoms for parents to be

able to determine if their child had autism. But given that the given symptoms are vague and can

lead to confusion, the primers did not provide any alternative in determining if a child is affected

with autism or not. The primers lacked the necessary information about where to get help if ever

these symptoms were present in a child, where to go to be able to officially get the right

diagnosis. There were no numbers of doctors or organizations that can formally diagnose the

child and to provide the right treatment and information. The first step in helping is identifying

the symptoms, the primers have covered that part but they lack the follow-up steps which are the

official diagnosis of the condition and providing actual help and treatment for the child.
 Impact of Autism 43

Movies:

Mercury Rising

Stars: Bruce Willis, Alec Baldwin

Released: 1998

Director: Harold Becker

Length: 131 minutes

Rain Man

Stars: Dustin Hoffman, Tom Cruise, Valeria Golino

Released: 1988

Director: Barry Levinson

Length: 140 Minutes

A recurring theme between the movies about autism that we have analyzed is the

portrayal of individuals with autism as having a world of their own. They are pictured as

individuals who lack the concept of socialization. They do not prioritize interaction with other

people, rather, they tend to spend their time by their lonesome. They also detest physical contact

with other people such as shaking hands, hugs and kisses. The movies pictured individual with

autism as people who are not capable of building relationships with other people.

Although the depiction of individuals with autism seen in the movies is being skilled and

talented, the symptoms of autism are still displayed in the movies. The individuals with autism in

the movies are seen as surpassing normal human beings in terms of mathematic skills and

memory skills. This categorization of people with autism is called Autistic Savant. But the
 Impact of Autism 44

apparent impairments in sensory, emotion and information understanding, communication and

learning process are still incorporated in the movies.

Echolalia or the mimicking of words and actions heard and seen is also shown in the

movies. When faced with stressful situations such as loud noises and tactile sensations, the

individuals with autism in the movies result to rocking motions and banging of their heads to

cope with their hypersensitivity to these sensations.

The behaviors of the individuals with autism in the movies the group analyzed are

consistent with the behavior of an individual with autism in the real world. There are bouts of

frustration, resistance to deviation from routines and the difficulty in communicating in both the

individuals with autism in the real world as well as in the movies. The difference is in the fact

that the movies over-played the highly-functioning stage or type of individual with autism. The

movies showed the magnitude of the skills of these autistic savants and showed the positive

features of having a brother or loved one with autism.

Another salient theme in the movies is the connectedness formed between the individual

with autism and a person who is initially turned off by him. Because of the experiences they go

through together, the person who is initially aggravated learns to appreciate the person with

autism. They learn the value of respect for people with disabilities.

After watching the movies, it gave us the feeling that it is not that bad to have a child or

sibling with autism. The movies bring optimism in a seemingly hopeless scenario. But on the flip

side, it may give out the wrong impression that having a child or sibling with autism requires less

attention and hard-work from the people who are assigned to take care of their loved ones. It may

look as if there is no need for parents and siblings to care for their loved one since they can

manage on their own, even with great success because of their skills.
 Impact of Autism 45

Commercial:

This year, a commercial was launched about autism by Project Embrace and Autism

Society of the Philippines. We asked parents and intervention professionals their opinions about

the commercial as the presentation would influence people’s conception about autism. We found

that evaluations differ on perspectives and focus. Parents tend to see the emotional undertone of

the commercial – as some of their comments are: “Totoo yon, pagmamahal, touch therapy ang

kailangan,” and”We want the message to get across, accept autism, there’s hope.” Professionals

on the other hand have varying comments about the commercial from the technical aspects to the

effectiveness of the conveying of message. Comments made on the technicality comparing and

contrasting the child portraying autism against their firsthand encounters with individuals with

autism was about the accuracy of the representation: “Autistic ba talaga yung bata do’n? Yon,

yun yung comment ko, k’se yung pag naghe-head bang yung mga autistic talagang “BANG!”

Parang ‘di nasasaktan…” Although they say that the effort of promoting public awareness is

commendable, there were comments that the presentation of the condition should have been

shifted into other symptoms, “Grave ang portrayal, sana ibang symptoms na lang.” This

comment reflects the sentiments of the siblings who think that such representation of autism

seem to make it appear that it is a “harsh reality.” It could’ve been portrayed to convey the

message that it’s not as bad as it sounds and there are also “normal” to something that isn’t

norm-al- individuals with autism could be normalized too and function approximately to how

non-affected individuals do.

We deem that how autism is presented and individuals with autism is portrayed in the

commercial has implications of the kind of discourse that the organization uses. It seems that the

Autism Society of the Philippines wanted to convey the message of the seriousness of the
 Impact of Autism 46

condition and that early intervention is needed and can be acquired, although it is overshadowed

by the more salient and more easily recalled feature of the commercial- the head banging of the

child. Their objective probably was to communicate the distinguishable behaviors displayed by

individuals with autism but it somehow depicted “morbidity” or “negativity” since what could be

inculcated on the people’s memory and their perception that an individual with autism will only

be confined to describing them as head-banging and nothing more as it seemed to have been with

the two films , which left the people believing that individuals with autism are mostly, if not all,

have impressive splinter skills. The commercial showed the other side of condition and that

proper intervention can still be possible, although the latter message was not as efficiently

conveyed.

Synthesis: “Having a world of their own.”

Penetrating a world that has never been part of them - this is a daily endeavor by people

around an individual with autism. How does autism impact its immediate network of care?

Almost every one begins without sufficient knowledge of what autism is – whether parents,

siblings or teachers. Real penetration of their world starts at the breaking of the diagnosis and

this struggle continues on and on. The determining factor of how autism would impact the

network of care starts and centers with a mind and a heart – the parent’s mind and heart.

Parents’ level of acceptance and attribution serves as a core and a pattern for the other immediate

network of care. Parents’ acceptance facilitates the family resiliency and fosters the climate of

intervention – how the treatment is valued, and reflects to what extent a parent would engage

himself for his child’s growth optimization. Acceptance and attribution reflect how the condition

will affect the network of care and reflect on how they cope with it, whether bonadaptively or
 Impact of Autism 47

maladaptively. Full acceptance coupled with positive attribution of the situation generates a good

handling of impact of the network of care. Parallel level of acceptance and attribution among the

network would cause a synergy that would facilitate empowerment, both for the network and the

individual himself. This synergy is vital even to extend this empowerment to the public, who are

not penetrating the world and who might have marred picture of that world. As family is an open

system that contributes to the society, how the network deal with the condition can enable

change to the people around them. One desire that the network seeks is the people’s

‘pakikipagkapwa’ towards the individual with autism – “accepting and dealing with them as

equals and treating them as fellow human beings, who has the right be live in a world, not only

of their own, but ours as well.

 Impact of Autism 48

References

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Austin, Vol. 3(1).

Boyer, L. & Lee, C. (2001). Converting challenge to success: Supporting a new teacher of

students with autism. The Journal of Special Education Bensalem: Summer 2001. Vol.

35(2)

Brownell, M. & Walter-Thomas, C. (2001). Steven Shore: Understanding the autism spectrum--

what teachers need to know. Intervention in School and Clinic Austin: May 2001. Vol.

36(5)

Burger, J. M. (2000). Personality (5th ed.). Belmont, CA: Wadsworth.

Cohen, S. (1998). Targeting autism. University of California Press Ltd., England.

Corpus, C. P. (1986) Perceptions on Autism and Child-Rearing Practices of Mothers of Autistic

Filipino Children, Unpublished Masters Thesis, College of Education, UP, Diliman.

Del Mundo, A.C. (2003) Understanding Autism: A Phenomenological Experience, Unpublished

Thesis, College of Education, University of the Philippines, Diliman.

Dizon, E. I. (2000). Teaching Filipino Children with Autism, Unpublished Masters Thesis,

College of Education, University of the Philippines, Diliman.

Dunn, M. E., Burbine, T. Bowers, C., & Tantletuff-Dunn, S. (2001) Moderators of stress in

parents of children with autism. Community Mental Health Journal,Vol. 37,(1).

Entienza, A. R. (1996). An Analysis of Intervention Programs for Children with Autism,

Unpublished Masters Thesis, College of Education, University of the Philippines,

Diliman.
 Impact of Autism 49

Fine, S. (1991). Resilience and human adaptability: Who rises above adversity? The American

Journal of Occupational Therapy, 45(6), 493?503.

Garcia, F.A. (2002). Erick Slum Book, Unpublished Thesis, College of Arts and Letters,

University of the Philippines, Diliman.

Kohler, F. W. (1999.) Examining services received by young children with autism and their

families: A survey of parent responses. Focus on Autism & Other Developmental

Disabilities; 14 (3).

Orande, T.O. (2002). Behavior Management approaches for Learners with Autism, Unpublished

Masters Thesis, College of Education, University of the Philippines, Diliman.

Panopio, I. S., Cordero-MacDonald, F. V., & Raymundo, A. (1994). Sociology: Focus on the

Philippines. Ken Incorporated, Quezon City, Philippines.

Randall, P. & Parker, J. (1999). Supporting the families of children with autism. John Wiley &

Sons Ltd., England, Great Britain.

Siegel, B. (1996). The world of the autistic child. Oxford University Press, U.S.A.

Spann, S.J., Kohler, F.W., & Soenksen, Delann (2003). Examining parents' involvement in and

perceptions of special education services: An interview with families in a parent support

group. Focus on Autism & Other Developmental Disabilities. Vol. 18(4).

Stone, J., Church, J., Raskin, E., & Church, A. (2000). A psychology of the growing person.

Random House, Inc., U.S.A

Ticar, J. F. (2002). Growing-up with siblings with autism: An in-depth study on the experiences

of siblings of persons with autism in the Philippines, Unpublished Thesis, College of

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 Impact of Autism 50

Appendix

Interview Guide for Parents of a Child with Autism

I. How did parents know about their child’s situation?

1. How did you know that your child is different from other children?

a. What were the first signs or symptoms of the disability did you observe?

b. What speculations did you make about your observations?

2. Were you familiar with autism before knowing that your child has autism?

a. Do you know other people who have children with autism?

b. How did you relate to them before knowing that your child has autism?

c. How do you relate to them after knowing your child’s situation?

3. What was your perception of autism before knowing your child’s condition?

a. What are the factors that influenced your perception?

II. How did parents react or cope with their child’s situation?

1. How did you confirm that your child had autism?

a. Did you consult a doctor or clinician?

b. Did you contact social institutions that handle cases of autism?

2. When did you ask for professional intervention?

a. How long before you asked for professional intervention from the time you first

observed some odd behavior from your child?

 Impact of Autism 51

3. After it was confirmed, what were your reactions about your child’s situation?

a. What were your initial concerns about the situation?

b. What were the changes you deemed necessary to adjust to the situation?

4. Who did you turn for help?

a. From whom did you ask for help among the people close to you?

b. What kind of help were you expecting to get from them?

c. Did you seek for help or assistance from institutions that cater to individuals with

autism?

d. Which institution did you contact?

e. What kind of help were you expecting to get from the institution?

III. How did parents explain the situation to their children about the situation?

1. Did you talk to your children about the situation at hand?

a. Why did you think that it was important to talk to your other children?

b. How did you explain the situation to them?

c. What reactions were you expecting to elicit from your other children?

2. What difficulties did you observe on sibling relations because of the situation?

IV. How do parents treat and care for their child with autism?

1. How do you care for your child with autism?

a. What are the actions you took to be able to adjust yourself to your child’s situation?
 Impact of Autism 52

b. Did you send your child to a special school?

c. Did you hire a home-service tutor?

c. Did you hire a doctor or clinician to monitor your child’s situation?

2. Is there a difference with the way you deal with your child with autism compared to your other

children?

a. In what aspects do they differ?

b. What, in your perspective, are the effects of this difference in your children’s

relationships with one another?

V. What do parents think about other peoples’ perception about autism?

1. In your point of view, how do other people react to your child’s situation?

2. What would you like to change about their perception about autism?

3 How would you like other people to deal with your child affected with autism?

4. What changed about your perception about autism after you knew your child’s condition?
 Impact of Autism 53

Focus Group Discussion (FGD) Topic Guide

A. Pagtuklas ng sitwasyon

1. Paano ninyo nalaman na may autism ang kapatid ninyo?

-Sinabi o ipinaliwanag ba sa inyo ng mga inyong magulang?

-Kailan ninyo masasabi na ito ay naiintindihan niyo na?

2. Bago ninyo nalaman o naintindihan ang sitwasyon, naisip ninyo ban a siya ay kakaiba?

-Anong mga kilos ang inyong naobserbhan na kakaiba?

3. Itinanong ninyo ba sa inyong mga magulang ang kondisyon ng inyong kapatid?

-Naramdaman ninyo ban a minsan ay kailangan ninyong mag-usap na magkakapamilya

at pagdiskusyunan ang sitwasyon?

B. Reaksyon sa sitwasyon

1. Anong naramdaman ninyo nang malaman ninyo ito? Ano ang inyong nararamdaman sa

kondisyon ng inyong kapatid ngayon?

2. Sa palagay ninyo, mayroon bang mga kapansin-pansing kaibahan sa pagtrato ng inyong

mga magulang sa inyo matapos malaman ang sitwasyon?

3. Paano kayo naapekyuhan ng sitwasyon? Sa inyong mga pananaw? Pamumuhay?

Pagkilos?
 Impact of Autism 54

-Anong aspeto ng buhay ninyo at ng pamilya ang palagay ninyong talagang naapektuhan

sa pagkakaroon ng kasapi ng pamilya na may autism?

4. Paano ang relasyon ninyong mga magkakapatid? Gaano ang level of involvement ninyo

sa inyong kapatid? Paano ninyo tinitingnan ang pagkakaroon ng kapatid na may autism?

5. Paano ninyo tinitingnan ang hinaharap ng inyong pamilya sa pag-aalaga ng inyong

kapatid?

6. Alam ba ito ng mga tao sa labas ng inyong pamilya? Ano ang nararamdaman ninyo

kapag nalalaman ng iba ang sitwasyon?

-Sa palagay ninyo, ano ang mga reaksyon ng ibang tao sa sitwasyon ng inyong kapatid at

ang kanilang uri ng pakikitungo?

-May mga nais ba kayong baguhin sa mga persepsyon ng mga tao ukol sa inyong kapatid

at mismong sa kondisyong autism?

 Impact of Autism 55

Interview Guide for Educators/Teachers

1. How did you become aware or familiar with autism?

- When did you decide that you wanted to teach individuals with autism?

- What were your ideas or perception then?

- Were there new observations, feelings, perceptions or things you didn’t expect during

the first years of teaching?

2. What were/are your reasons for choosing this profession?

-What/who influenced you with this decision?

-Were there points of hesitation or discouragements about this decision and how were

you able to handle them?

3. What do you think is the role of a teacher in the life an individual with autism?

-What are the differences between teaching individuals with autism and others?

- Are there any special skills/characteristics/attitudes required in order to be qualified as a

teacher?

- Do you think you were able to handle individuals with autism well with the training

you’ve had?

- What things make you felt discouraged or frustrated? Happy or fulfilled as a teacher?

4. Can you describe and elaborate how your teaching programs like?

- What are the most effective methods in teaching individuals with autism?

- What are the areas do you think that should be further improved?
 Impact of Autism 56

5. How important are parents’ involvement on the learning of affected individuals? What

benefits do parent-involvement have?

- What are the most common concerns of parents with learning?

- How are parents involved with the learning of their children?

6. Are there aspects in your life that are affected because of your chosen profession?

- What keeps you continuing in this kind of profession?

- What motivates you? How do you see yourself 10 years from now?

- How do you see your profession to be? (As temporary, lifelong career)

7. What are the lessons that you’ve learned from your teaching experience or for being with

individuals with autism?

 Impact of Autism 57

Narrative Interview

Ma’am T. (Mother 02)

Q: Pwede po ba ninyo ikuwento kung paano po ninyo nalaman na parang may kakaiba sa anak

ninyo? Paano po ninyo na-determine na meron ngang kakaiba sa anak ninyo?

A: Bale, when I was pregnant with him, I don’t know if it’s mother’s instinct or ano, masyado

siyang malikot although he’s my first child, non-stop talaga nung malaki-laki na. Ahh, ang likot-

likot. But they told me that it’s just natural for ahh baby to, some babies to be, malikot. So yun

yung napansin ko.

Q: So nung napansin ninyo po iyon, naisip ninyo na po ba na maaari ngang there’s something

wrong?

A: Hmmm… wala naman. Siguro na-ano lang, I’m just being reactive. Compared to when he

was already growing ‘no? Siguro from birth up to three years old, before three years old,

ahmmm... ang napansin ko sa kanya, he’s more hyper-active than the other children who are

hyper-active. He can’t sit still even for a minute and ahhh, he’s energy insatiable. And ah, ano

late speak-, late siya mag-ano, late siya mag-started to talk… I know that something is different

but we never realized that we should seek (professional) help. Aaahh, because he was our first

child we only thought… we didn’t seek help yet k’se siguro we didn’t know na that we should

seek help. Although there’s one doctor, general practitioner siya, when he saw my son, k’se

when we go out we usually tie him up ano, may harness siya tapos nasa ano ng belt ng husband

ko. When we visited his office for my check-up, nagtaka siya (the doctor) kung bakit siya (their
 Impact of Autism 58

son with autism) naka-tie and then we have to explain to him (the doctor) because he was so

hyper, he was destructive… rather than running after him, we put a harness. When the doctor

saw him, he took out a developmental milestone checklist. Siyempre nagtaka kami ‘ano kaya

‘yon?’ and then ah, sabi niya sa ‘min, “I hope you don’t mind ‘no? But I want to ask you a few

questions.” Ah, he’s not a paediatrician by the way, and I’m glad na he was frank enough to ask

ah, then he started asking the questions like when he started to speak, ah when he started to walk,

mga usual questions ng ano. Ahh, I found out na most of his (their son with autism) skills were

delayed like in his speech or yung behaviour, when it comes to behaviour. So, he told us to seek

ah, furher evaluation from a specialist ahm, a developmental paediatrician or ahmm, I forgot,

child psychologist or something.

At first ano, we were in denial, k’se why would we need to seek help? We’re talking with

one another, I mean my husband and I. And then we happen to ah, make kwento our tita na “O,

this doctor is saying na we should seek help for our son ganyan, ganyan.” Ah, but my auntie was

so discrete. Without letting us know, nag-seek help na pala siya, looking schools for our son na

where we should go. And she found a special school, not this one (Bridges Foundation), another

one in ah, somewhere in Manila. And we saw ahm, when we decided to enroll our son, but it was

on a one-on-one class. Then after several weeks, they informed us that we should seek a

developmental paediatrician for evaluation and we were so confused. K’se ‘di ba when, when it’s

a regular child ‘no? You just enrol them in a school and that’s it. In our case, we weren’t told

there’s something wrong, they (the school) didn’t want to pre-empt anything or say anything to

us until we seek ah, the professional, get the evaluation from the professional. So we have no

choice because we will not be accepted in school until we have an evaluation. After that we

sought the help of the doctor, at that time we considered another doctor k’se yung ano niya, yung
 Impact of Autism 59

schedule niya sobrang puno that we have to wait for six months to get an evaluation. But we’re

desperate na eh, k’se we wanted to have an assessment na so that we could enrol our son so

ayon, we sought her (the doctor) help na and we also heard from others na magaling daw siya.

So, based on what we heard, we seek her help. Ah, after several visits, I think it took us six visits

for us to get the diagnosis. Ah, she interviewed me, my husband even the yaya and also my mom

because my mom was so involved. Ah, and then after that ah, she also gave me several… After

six sessions, she was able to tell us that ah, our son had autism. Ah, she also gave us a chart na

may symptoms ng autism. Out of the symptoms, I think he had seven… Meron siyang ano, fear

of no real danger, when you call him he doesn’t come to you, so parang bingi siya, he throws

tantrums, and when has so hyperactive. When he plays with the toy car, instead of doing this

(demonstrates push-pull motion, the usual manner of playing toy cars), he would reverse the car

and play with the wheel. And he was obsessed with circles, electric fans, anything that is, that’s

round. If, for example, you’re wearing a shirt that has spots, he’d keep on looking on the shirt.

Akala mo, ito (breasts) yung kino-concentrate niya ‘no? Pero don pala naka-ano focus sa circle.

And ah, inanimate ob-, ah almost all of the symptoms he had so it was really ah, undeniable that

he has autism.

Q: Siya ay anong age na po nang na-diagnose?

A: Ah, late na nga. Three and a half. K’se our own paediatrician didn’t tell us, I don’t know if,

maybe she was not properly trained and then there is no protocol at that time na may checklist

basta ah, k’se I understand sa abroad meron silang ganon. Ah, by the way, the doctor was from

abroad pala, the one who informed us that, the G.P. (general practitioner) we should seek help.
 Impact of Autism 60

He was from abroad so meron silang ganon evenif he’s not a paediatrician, meron siyang

checklist. So, I just wish na, well, we can’t turn back the clock pero I don’t know if they have it

now. May ganon bang protocol na pag may ganito na, you should be, you should seek help na.

Q: So before na-diagnose nap o ba kayo what autism is?

A: Based on what I saw in the movie na yung Rain Man (directed by Barry Levinson) yun lang.

Saka siguro ano, retarded or non-verbal. Actually, I’m not really familiar kung ano yung autism.

Q: Yung mas bata ninyo pong anak na babae na iintindihan naman po niya yung situation? Mga

ilang taon na po siya ngayon?

A: Eleven. Ah, bale as early as, when she was very young as early as two or three, we already

informed her na her brother is different. Yun lang basta we said Aya (Chinese honorific for

brother) was different so he needs more of our time. At that age, she cannot comprehend it.

Siyempre bata pa, you cannot just tell, “O, iba yung kuya mo” ‘di ba? Pero ano, as much as

possible we try to inform her in her own level na her kuya is different. But we also involve her as

much as possible in the activities, let’s say our family activity na we could get together. About

when she was six or seven, ah I showed her the brochure of the Autism Society of the

Philippines (ASP) and then yung mga pictures. But she couldn’t understand because her

(brother), at that time, medyo na-tame down na ‘to (their son with autism) sa mga problems niya

sa behaviour so “Wala naman” gumaganon siya (their daughter). So, to make the child

understand that her kuya is different. Pero nasasabi niya sa akin, “Ba’t ganon si Aya? Parang
 Impact of Autism 61

siyang bingi.” Sometimes she wants to call his attention, so ayon yung napansin niya saka“Why

does Aya have to be with the teacher all the time?”

Q: So, marami po talaga siyang questions.

A: Oo.

Q: Ano po yung nakikita ninyong difficulties when it comes to relationship nung dalawa po

(magkapatid)? May nakikita po ba kayong ganon?

A: Ano siguro, from ano, initially yung communication. Number one yun. Kasi she wanted to

convey something to her kuya or ask him to join the game. NR (no reaction) lang siya parang

ano, k’se he really prefers to be alone rather than be with in a group or play with his younger

sister. She gets frustrated. “Ba’t ganyan? Laro lang naman, eh.” Gumaganyan siya. “Ba’t ayaw

niya?”

Q: Pero ngayon pong, eleven na po siya ‘no? Na pre-adolescence na, mas okay na po ba yung

relationship nung dalawa?

A: Oo, better na. Siguro k’se she’s older now. She’s able to comprehend more and she also sees

other children na may ano rin, k’se we also expose her, by the way, to other children kaya parang

“Ah, I’m not alone naman pala. Other kids have special siblings din like me.” So, she’s able to

make friends with them naman.

 Impact of Autism 62

Q: Sa inyo naman po as parents, ‘di ba po nabanggit ninyo na po yung mga difficulties between

the siblings? Sa inyo naman po, ano po yung mga naging worries ninyo or concerns or

difficulties?

A: Ahmm, actually when we first heard of it, when we first heard that he was different, ah,

parang na-shock kaming pareho k’se we weren’t expecting the diagnosis. K’se what we’re

expecting that the doctors will tell us is probably is that, he’s a “O delayed lang yan” or

something. Ah, but on the part of my husband, he was very supportive kse when he first heard it,

he just said to me that, “Bigay sa ‘tin ng Diyos ‘yan eh. And we should accept him for who he is.

We’ll do our best as parents for him to ano, for his improvement or betterment. We’ll just do our

best.” So, parang nagging malaking tulong yan for me when he said that. He did not blame me or

said anything na masama k’se I’ve heard sa iba, probably we have different ways of coping pero

he did not blame me or we did not blame each other na “Ikaw k’se ginawa mo yung ganya-

ganyan, kaya naging ganyan yung anak natin ganyan, ganyan.” So, we didn’t blame each other

and we tried to educate one other about his disability. And also, first we’re not ano naman, eh,

we’re also humans, we cry also. We cried together. Pero pag may little victories like he would

say a word, masaya na kami, sobrang naging mababaw kami pareho. Parang kaunting

achievement lang, parang “Ah!” Ang saya-saya na namin, nag-se-celebrate pa kami whereas for

other parents parang it’s just normal.

Q: So yun pong pagkakaroon ng anak na may autism parang nagpa-iba po sa perspective ninyo?
 Impact of Autism 63

A: Mm, mm (nods). Saka parang naging mas stronger yung relationship namin. Ah, parang

siguro, may awa lang yung nasa taas ano, k’se I’ve also heard of other relationships na hindi nag-

work-out, naghiwalay yung mag-asawa. But if we, we tried to ano, to do our best din. May mga

away din at times k’se sometimes we will not agree on parenting ano, styles, pero I can say na

naging stronger yung bonding namin.

Q: Ahm, yung husband po ninyo, gaano siya ka-involve in taking care of your son before and

currently? In general po?

A: Ah, he tried his best to be involved although not all the time ano, k’se working ano. I decided

ng apala to stop working, so I can spend more time with my son. Pero as much as possible din,

he would get involved na, “What happened to school today?” Ah, “What’s happening now?

Anong sabi ng mga teachers?” Tapos when we go out, ah, he will also ano, sa sobrang kalikotan

niya, kailangan talaga hawakan. But now that he’s older, ‘di ko na masyadong ma-ano yung mga

hilig ng mga boys sa cars, eh ako wala naman akong hilig do’n. Minsan, yayayain niya, “O

tingin naman tayo ng cars.” Things like that na guy thing. “Yun o, maganda yung girl” mga

ganon “O ano yan?” Ako yung sisita sa kanila.

Q: Pero yung pagpunta po ninyo sa doctor non, kasama po ba siya?

A: Oo, every visit nandon siya k’se we both wanted to find out what was, kung ano yung meron

or ano yung wala.

 Impact of Autism 64

Q: How about sa school niya?

A: Most of the time ako, pero pag may mga special program or ano like PTC (Parent-Teacher

Conference), he would also come.

Q: Sa tingin po ninyo, ano po kaya yung perception ng tao sa autism?

A: Ahmmm… siguro up tonow k’se not all people are exposed to what autism is, pero siguro pag

may nakita silang special, regardless kung autistic or not, parang labeled na siyang retarded k’se

ah, unless we are reading about things or exposed, ang sasabihin ano baka pumapasok yan sa

ano, o kaya sasabihin, “Ah, ano yan eh, A-B Normal.” Pero ahmm, I think sa T.V. ngayon

medyo ano na eh, I mean with all the media, internet and all that, people are more aware unlike

before. Saka yung commercial ng (Project Embrace and Autism Society o fthe Philipiines),

siguro napapanood nyo yun.

Q: Anong comment ninyo don?

A: Ah, maganda yung ginawa nila don. Saka it catches the viewers’ attention agad, “Uy, ano

yung inuuntog niya yung ulo niya” and the viewer will be prompted to find out kung ano ba yan.

Siguro ano, if he had access to Internet, “Uy, ganito pala yung autism” Or “Ano kaya yung

commercial na yon?” Ta’s may magfla-flash na number. Tatawagan niya yon. Maybe na na-

spark yung curiosity.

 Impact of Autism 65

Q: Ano po yung sa tingin nyong dapat mabago sa perception ng mga tao about individuals with

autism and ano po yung dapat na way ng mag-deal with them?

A: Siguro accept him for who he is kahit na meron siyang ganon, part din siya ng society.

Q: Bale, yung mga tao sa paligid nyo nung na-find out po na may autism nga po yung anak

ninyo, how did they react, may changes po ba sa kung ano yung treatment nila?

A: For our family, both sa side ng husband ko and sa side ko, ah, they were all very supportive.

Ah, they did not judge us, or eto nagwawala yung anak mo, k’se we all also informed them pala

by the way. Binigyan namin tig-isa ng ganon (brochure about autism), as in tig isa para they will

read it, I mean for the older ones para they will know. And then sasabihin nila, “Ah, kaya pala

ganon.”And during kapag o sabihin ng teacher, “Gawa kayo ng something na report.” They will

report on autism. Maski yung mga nasa college, pag may term paper sila or something. Ganon

yung gagawin nila. ‘Di ko naman pinipilit na, “Uy, i-report mo naman yung autism.” Sila yung

nag-a-ano sa akin na, “Uy, Auntie, pwede bang malaman pa?” Tapos hihiramin nila yung ano,

tapos ganon din, parang yun gmga tinatanong nyo sa akin, ganon din. Parang naging ano sila,

more aware pati sa pag-get involve na let’s say, k’se we have a support group eh, for parents

with kids with disability. So, I would say na talagang tinaggap nila, ‘di nila kami in-ostracize.

They have supported, even now. So, for the society naman,yung sa paligid, ah, example when we

go to the mall, for example nung maliit pa siya, he was so unruly. Sinasabi disiplina naman daw,

disiplina. Actually when he was younger talaga, ang hirap niyang i-ano, gusto niya yung takbo

nang takbo and he would unintentionally step on other people, k’se ‘di niya alam yung sense of
 Impact of Autism 66

space eh. So, papagalitan siya ng tao or sasabihan kami, “Ano ba yun ganak ninyo? Walang

disiplina.” Or “dapat ‘di na ‘yan inilalabas.”Yung mga ganon. Masakit pero kailangan tanggapin,

parang kulang na lang sabihin nila na, “Walang karapatan yan dito.” Kulang na lang…

Sometimes masakit.

Q: When it comes to family activities, like when you go out, meron po bang pagbabago or

adjustments and limitations when you go out as a a family?

A: When he was younger, we always think twice to bring him to this place k’se baka magwala

siya or mag-grab siya ng kung ano. Initially, we’d go to small restaurants and we would sit at the

very back end so as not to disrupt people, also not catch attention to himself and at the same

time, para di siya ma-overwhelm. Mahirap talaga sa umpisa, but we need to expose him to all

these things eh or minsan sa kalikutan niya, we would bring him to the park or to big, open

spaces so he can run and he could do whatever he wants to do in the park k’se park k’se. They

can’t say, “Stop moving” or “Don’t run.” Eh, big, open space yon. Pero sa restricted na places

like sa mall, mahirap eh. Pero as much as possible, lahat ng lakad namin, sinasama namin siya.

Kawawa naman k’se kung iiwan mo sa bahay pero ngayon k’se ano, manageable na siya.

Q: Kumusta naman po yung relationship nyo with the teachers and the school?

A: Marami din siyang dinaanang teachers so far, maganda naman yung mga nagging relationship

ska we ended up being friends, more than friends pa yung iba. Ah, k’se, ano, ah there is open

communication. How do you say that? K’se ano din ako, ano, I’m also honest with them.
 Impact of Autism 67

Transparent ako. “Teacher, ano pa ung pwedeng gawin sa bahay para ma-follow-up namin ung

bata” ganyan and then they would also do the same to us. Teamwork is very important, and

parang through that, na-develop din yung friendship din ninyo. So, I can say na it’s a two-way

relationship. I mean, up to now, kahit na nag-abroad na sila and nakabalik dito, nagte-text pa rin.

“Oy, kumusta na yung anak nyo?” Tapos pag nalalaman nilang may honor, “O, pagbutihan mo

pa” o kaya sasabihin sa anak ko, “O mag-aral ka pa, para maging first honor ka.”

Q: So, talagang tinututukan ninyo po ung mga activities ng anak ninyo sa school?

A: Oo, I’m a very involved parent. K’se medyo may pagka-obsessive-compulsive ako, eh.

<laughs> Joke lang yon, ah. Oo, k’se parang I want to know wants going on, para ma-apply rin

namin sa home. K’se it’s also important na hindi naman, k’se mahirap kung teacher lang yung

gumagawa nung lahat, iba yung ginagawa sa bahay, parang walang follow-up. So, dapat ano

yon, it works hand-in-hand. Pero ngayon k’se ang priority k’se ay yung academics k’se nga nasa

regular school na rin siya. Pero meron pa ‘di although nade-delay yung SPED program.

Q: Ano po ang sa tingin ninyong role ng teacher sa anak ninyo, o sa mga estudyante nilang may

autism?

A: Ang role ng teacher para sa isang special child? Siguro for me, maging kaibigan niya. Hindi

lang, “O teacher ako hah? Ikaw estudyante.” Parang, be his friend. Tapos parang pasukin gung

mundo niya. Tapos ano, be sensitive kung ano ba yung needs niya. Tapos try to bring out his

potential.
 Impact of Autism 68

Q: Ahmm, nagka-problems po ba kayo with the teachers? K’se ‘di ba iba yung family, and for

example kami, nag-aral lang kami about autism, we never really experienced having an autistic

child or sibling.

A: So far, so far ah, of course ‘di naman lahat ng ano nag-a-agree pero I can say ‘no, if there are

things na ‘di kami nag-a-agree, it always settled in a meeting. Even up to now, pag nag-a-ano pa

rin kami, may PTC pa rin kami, kundi magawa ng monthly, every after two months or from time

to time, o kaya sa text or magvi-visit ako sa school, “O teacher, may problem ba?” They would

also inform me or tell me, “O, mommy, i-try natin ‘to para sa kanya baka mag-work.” And

they’re very…actually ‘di naman sila very rigid. From time to time, if we feel the need.

Q: Sa ngayon po, how do you see the future, I mean for your child, the family?

A: ‘Di ko makita ang future, eh <laughs> Siguro ano, realistic expectations na lang muna na,

we’ll play by ears, and one step at a time. Kung ano lang muna yung kaya ng bata, ‘di namin

pipilitin. Tapos kung saan siya masaya and we want him to be independent and be able to

contribute his talents to the society.

Q: Ano po ang mga example na masasabi niyo na “Ah, ito he can be independent na”?

A: Siguro ‘di na masyado kaming, siguro simple decision-making, he will be able to do it for

himself. Like as simple as buying groceries, ‘di na kami tatanungin, Alam na niya “O, it’s time
 Impact of Autism 69

to buy groceries.” Siguro he can be independent by, let’s say siguro ‘di naman siya mag-isa sa

apartment, pero siguro this is our house, we will build a special area for him parang sort of mini-

house niya where he can move in independently pero nakikita pa rin namin siya. Like he has his

own kitchen, yung own ref, own sala, yung kahit maliit lang pero he’s independent from us but

not totally separated from us. Tapos siguro ah, yung daily activities na he could keep himself

busy or he could earn for himself for his daily needs. Siguro, kahit paano may skills na na-

develop sa kanya so kahit part-time job, if he could hold onto a job.

Q: May nakikita po ba kayong special talent and paano po ninyo ‘to nalaman? Sino po yung nag-

inform?

A: Pina-assess din namin siya sa occupational therapist. Saka nakapila yun gisang assessment na

what he could be able to do in the future. Mga career opportunities. Pero ang nakikita namin k’se

magaling k’se siyang ano, he, he loves to cook. Pero simple dishes lang. Siguro pwedeng

culinary arts or baking. Saka computers. Saka efficient worker yan k’se kun gano yung sinimulan

niya, tatapusin niya. Ayaw niyang nakabinbin. Saka ‘di siya magsta-strike. K’se nga yun gpag-a-

absent sa school, naiininis na siya eh, ayaw niya mag-absent. So, he will be a good employee,

model employee.

Q: Ngayon, pong medyo matanda nap o yung anak ninyo, he’s already fifteen years old, ano?

May balak po ba kayong mag-work uli?

 Impact of Autism 70

A: Ako? Siguro part-time job, maybe pag ano na siya. Medyo kino-contemplate ko pa na in two

years he’d be graduating and he’s telling me na ang gusto niya raw na kuning course eh, SPED.

“Eh, bakit sa lahat ng course SPED? Hindi ba pwedeng masteral na lang yon in the future? Bakit

‘di ka nalang mag-commerce o mag-computer para magamit mo?” ang hirap. “Para I can

understand myself better” sabi niya. So if lang, in case na kukunin niya, sabay kaming mag-

aaral. So, it’s either back to work or back to school for self-improvement.

Q: May balak din po ba kayong mag-teach?

A: Ah, I have no patience.<laughs> Siguro anon a lang, volunteer lang. Siguro pwede akong

tumulong sa school, pero full-time teaching, ‘di ko forte k’se.

Q: Anong grade po siya nalipat sa regular school? Pa’no po yung transition?

A: Starting grade 1, mga seven, age seven. K’se before we went to a regular school, dito muna

siya. One-on-one and then group class, then transition class. May isang sister schoolyung

Bridges, Links, transition school siya although ah, Links is pre-school for children with special

needs and eligible to be mainstreamed are trained there. In-integrate nila. That’s what happen to

my son. He was givent that chance. We were so fortunate na nagging pilot class kami. Tatlo sila

eh, sabay kaming naka-training and eventually, “Umalis na kayo, mommy” <laughs> Piipilit na

kaming mag-mainstream which is ayaw namin k’se takot kami pero yun na yung need niya at

that time. Andiyan yung nagpahanap na kami ng school. Mahirap.

 Impact of Autism 71

Q: Pa’no po yung transition from one-on-one, then group then transition class?

A: At first, one-on-one, pag na-achieve na yung basis skills like sitting down for a longer period

of time, concentration, compliance tandem muna or three’s. So, we tried yung tandem or yung

three’s, tatlo sila, ayaw niya, nahihirapan siya. So what we did was pag circle time na or pag

going home na, yung magche-change na ng clothes, in-involve namin siya. Then eventually, two

times a week ta’s kasama na siya sa group, tapos nagging five times a week na. And then,

depende din sa skills, ginu-group din ng school kung saan siya mas bagay. K’se iba-iba yung

disability, may autism, may Down’s, merong cerebral palsy. Pero for example, an autistic child

lack social skills but the child with Down’s syndrome is very sociable so pero medyo mahina

siya sa academic skills for example, Math. Say for example, the child with autism is good in

Math, so they complement each other and pair in a group. He will learn to socialize by being

with the child with Down’s and then the Down’s child will learn a few Math skills from the

autistic child. Nakita ko rin yon, k’se nagsi-seat-in ako, sabi ko sa iyo, O.C. ako eh. So nakikita

ko, “Uy, ganon pala” parang na-gets ko. K’se nung parang una, sabi ko, ‘Bakit kaya siya sinasali

sa ibang kids, iba naman yung disability?” Pero when I saw that, I realized yun pala yung reason.

Saka mas ano, nakikita mo na ano, naging closer, siyempre yung classmates ‘di ba when they’re

together for a year, meron silang ka-close. Saka parang naging mas ano sila, I don’t know hah,

‘di naman sa pagmamalaki, pero there was this classmate may cerebral palsy. She was absent for

some time na, and the teacher was telling me, “Alam mo, Mommy, pinag-pray niya yung

classmate na ano k’se absent para ‘di rin daw mahirapan maglakad, para ‘di daw matagal yung

fever niya.” Nagawa niya yon? K’se ‘di ba, they always say that autistic children can’t

empathize? Pero may empathy siya, sa’n galing yon? So, siguro na-learn niya sa school, siguro
 Impact of Autism 72

somehow. I can’t pinpoint kung anong day or month, maybe it just came. K’se classmate niya

yon, siguro nagkaroon na siya ng care or empathy for.

Q: Ngayon po bang nasa mainstream school na siya, may mga experiences ba siyang

nakukwento, parang difference sa set-up ng school?

A: Initially, pagpasok namin, apprehensive kami na he would be bullied k’se very ano siya,

innocent. Sasabihin mo, “O ito kunin mo, iyon kunin mo” without thinking of the consequence.

Pero meron ding classmate na mabait. Although we didn’t tell them na he’s different, he’s

special pero alam ng mga teachers. So, parang may idea na sila what to do. Ah, for the kids, may

compassionate, na naaawa. Let’s say, there was an instance when he was in Grade Three, na ano

na pala siya binubugbog. Pero parang punching bag lang siya, wala lang. Hindi niya alam na,

akala niya pag ‘di niya, pag pumalag siya ’di na siya kakaibiganin. Hinayaan lang niya.

Tinutulak-tulak siyang papuntang hagdan, tapos ginagawa siyang kabayo k’se ang laki ng

katawan niya. Yung mga bully pala, half his size. <laughs> Magugulat ka, “Iyan yung nam-bu-

bully sa iyo?Ang liliit nila.” Anyway, ginagawa siyang kabayo k’se ang laki niya. Tatlo sila,

“Yey! Sabihin mo, ‘tigidig-tigidig’” Susunod naman siya. Parang akala niya ano, wala lang. Pero

ano, of course may rough play. He doesn’t know how to distinguish bullying from rough play.

So, parang nahihirapan siya sa aspect na ‘yon. Medyo social na ‘yon, ‘di ba? Social skills. So,

may naawa na classmate, yung duguan na, ‘di k’se siya (the son with autism) pumapalag.

Nagsumbong siya (the classmate) ngayon sa caregiver namin k’se lunch, tapos nakita, “Manang,

bakit ano ‘di siya pumapalag? Special ba siya?” “Bakit” Ano nangyari?” Tapos ayon na. Tapos

kami naman, we didn’t want to confront those kids na harap-harapan. Siyempre ‘di namin nakita.
 Impact of Autism 73

We just informed the principal and the disciplinarian (disciplinary officer), tinawag nila yung

mga bata. Yung other classmates yung nagsumbong. Tapos binigyan sila ng demerit. Ah, after

that, do’n lang niya na-realize na na-bully na pala siya. Although prine-prepare naman namin na

pag bully like this. K’se wala siyang idea or concept of what bullying is, k’se ‘di pa niya na-e-

encounter. That time na na-encounter niya, alam na niya. By the way yung mga bully, friends na

niya.

Q: Na-explain bas a mga kids that he was different?

A: Hindi na-explain that he was different pero they should have known better k’se ‘di naman

pumapalag ‘di ba? Pinagalitan din sila, sinabihan din sila na ‘di porke ganon yung bata, you’d

take advantage of them. Parang binigyan yata sila ng pep-talk. By the way, pina-take namin ng

tae kwon do. Pero ayaw niya gamitin, sabi niya, “I don’t want to hurt people.” “Pero dib a sabi

ne sensei nyo, ‘defend yourself’?” “That will be the last resort” sabi niya. “If I can win them over

by talking, I will not do that” sabi niya. Pahiya si Mommy. Sabi ko, “Sige, banatan mo na” Ayaw

niya, eh.

Q: But now that he’s a teenager, what did you notice about him? Can you say na he’s like

undergoing what a normal teenager undergoes?

A: Now, he would speak his mind more than before. Dati k’se ‘Oo, Mommy. Oo, Daddy.” Now,

he’s assertive. And he would say his opinion about certain things like kung ano yung nakikita

niya sa newspapers, sasabihin niya ano, “Why is this politician doing that?” Minsan ano lang,
 Impact of Autism 74

gusto na niyang gawin yung style niya. Ayaw na niya akong masyadong nag-i-involve. Parang

“Kaya ko naman, eh” gumaganon siya. Dati ‘di niya sinasabi yon pero ngayon mas naririnig ko

na. Kaya parang kailangan ko yatang umatras. <laughs> Lumalaki na yung anak ko.

Q: So, ano po nararanmdaman nyo pag ganon?

A: Parang both happy and parang ini-itsa-pwera ka na <laughs> Pero happy rin ako na gusto na

niyang maging independent. And about adolescence, mas responsible na siya ngayon in terms sa

school work, yung chores niya sa bahay, kahit may helper may nakatoka silang work because I

don’t want them to be spoiled. Para din sa future, pag absent yung helper, he will survive.
 Impact of Autism 75

Focus Group Discussion (Brothers)

Brother 01 (B1)- 19 years old, brother of Donald

Brother 02 (B2)- 19 years old, brother of Ronald

Brother 03 (B3)- 19 years old, brother of Jonald

Q: Pwede niyo ba ikwento yung first time niyo nalaman na may autism yung kapatid niyo?

B2: K’se nung nalaman ng parents ko, two years old yung kapatid ko, mga eight years old ako

ganon, so, yun mga eight years old ako non kaya ‘di ko siya masyadong naiintindihan mga

ganong bagay. So yun.

Q: Pero wala ka bang nakitang parang kakaiba muna, may mga “Daddy, ba’t ganon siya?” mga

ganon?

B2: ‘Di pa siya nagsasalita, nung mga two years old siya, ‘di pa siya nagsasalita. So, basically,

yung iba naman, ‘di siya ganon kahalata. Yun lang, hindi siya nakapagsalita saka ‘di siya gaya

nung ibang baby na ano, pag nilalaro-laro mo, ngingiti-ngiti. Siya, ‘di siya namamansin.

Q: Nagtanong ka ba na ba’t ganon? O feeling mo, wala lang?

B2: Feeling ko, wala sa isip ko na may ganon. Parang ‘di ako aware na pwede mangyari yon.

Siguro, ano lang, late lang ‘yan. ‘Di ko siya masyadong iniisip no’n k’se ano ilang taon pa lang

kao no’n, eight years old.

 Impact of Autism 76

Q: Ikaw, kuya, pa’no mo nalaman yung condition ng kapatid mo?

B1: Na-diagnose ng paediatrician. Yung iba k’se, ah, nag-observe lang kami tapos sinabi namin

yung info. sa paediatrician. Then, sabi under observation muna and then after a month, nalaman

talaga namin na autistic nga siya. Sinabi na yun, ganon.

Q: Ilang taon ka n’on?

B1: Seventeen.

Q: May mga kakaibang behaviour ba yung kapatid mo na napansin mo?

B1: Hmmm, gusto niya lagi siyang ano mag-isa ganon, ayaw niyang maki-mingle do’n sa mga

cousins ko, and then ano pa, parang lagi siyang, parang ang weird ng mga game niya.compared

sa ibang mga bata. Parang palo-palo lang ganon, ‘di katulad nung sa mga normal na kid.

B3: Ako, nalaman ko siya noong, sandali, ano nakalimutan ko na e…Mga 3 years old si Jonald.

So malamang mga 13 years old ako, 1st year high school. Brinief lang ako ni mama, may form

kasi a…nagshashake ng head, may checklist, yung walang eye contact. Yun, oo nga no…Wala

akong idea, alam ko lang special kids. Di ko alam yung mga classification. Iniisip ko lang na pag

times pass, mag-iiba…mag-iiba pa yan. Mawawala yung head banging nya, makakaeye-contact

siya. Wala akong paki dati, parang di ko naisip na kailangan pag-usapan. Wala, and I don’t
 Impact of Autism 77

think…na pag-usapan ang mga ganoong bagay. Parang ang serious non para sa akin…Kasi ako,

di ko rin alam yung ganoon, habang tumatagal…yung first year college, ay second year pala,

nagtake na ako ng psych. Syempre, aware ka na. Na inform ka na e, kasi gumagalaw siya sa

system ng bahay, so malamang mag-iinteract din ako sa kanya. Kaya dapat alam ko yung ins and

outs niya.

Q: Pa’no siya in-explain ng parents niyo, parang family conference ba ito? Or kung ‘di niyo pa

man naintindihan nung pagka-diagnose, kalian niyo siya fully na-understand?

B2: Ano, siguro ano, ‘di naman siya family conference na talagang diniscuss yung mga

mangyayari, pero parang pinaliwanag na lang nila na kakaiba siya, kailangang intindihin lalo na

yung mga, parang ano k’se parang magiging favourite siya k’se siya yung aalagaan, siya yung

pagbibigyan nung mga, nung mga regalo, yung mga ganong mga bagay. So parang kailangan

intiindihin na lang namin na special siya so kailangan, pero ‘di naman ibig sabihin no’n na ‘di na

pantay-pantay yung trato sa ‘min. Ano lang talaga, meron, merong dagdag sa kanya. Yun dahil

sa kanya. Tapos, basically, simple lang. pero nung tumanda kami k’se nung times na ‘yon, nung

nalaman nina Mama, sumali sila sa may autism group, mga parents. So, meron silang hand-outs,

hand-outs, libro-libro dati, tapos pag wala ako magawa sa bahay, binabasa ko. Kaya ‘yon, medyo

naintindihan ko na rin dahil sa mga binasa ko. Yun, do’n ko naintindihan yung mga behaviour

nila, kung bakit ganyan. ‘Di talaga as in, binilin ng parents namin yun lang, sinabi lang nila nag

anon na iba siya, na special siya, na baka dumating yung panahon na ano, kami yung kailangang
 Impact of Autism 78

mag-alaga sa kanya k’se ‘di siya talaga magde-develop kagaya namin na tatanda and magsku-

school, magkakaroon ng kabarkada, yung ganon. Yun lang.

Q: Kailan ka ganon na ‘I want to read about autism’ yung ganon? ‘Di ba nagbasa ka nga ng mga

books?

B2: Siguro mga, mga ten years old ako, mga ganon. Mga ganong time. Nung binasa ko siya

tapos nakikita ko yung mga symptoms, parang natatawa nga ako k’se “O!” Parang nakikita mo

nga yung mga symptoms, tapos yung nagpapaikot-ikot. Tapos yung laging nagta-tantrums. Mga

ganon, mga ten, nine, ten.

Q: Ano yung motivation mo to know the facts?

B2: Hmmm… Tingin ko since nalaman ko na rin na autistic nga kapatid ko, naging interested na

rin ako sa mga librong nakakalat sa bahay no’n. Saka nung time na k’se yon, sina Papa ang dami

nilang ano, ang dami nilang gusto malaman sa condition, talagang ano, nagpapadala sila ng ano,

from Brittanica. Talagang ang daming nakakalat sa bahay about autism. Naging interested na rin

ako.

Q: Ikaw po, kuya, pa’no in-explain sa inyo? And kailan mo siya fully na-understand?

B1: Nung una, k’se yung autism naman, ‘di naman, wala talaga ako idea d’on. May ka-

Churchmate k’se akong Mongoloid so nag-expect lang ako no’n nag ganon din siya mag-a-act,
 Impact of Autism 79

‘di katulad nung normal. Sa explanation, sabi yun nga, may problem nga, so he needs comfort

nga sa ‘tin, saka kailangan niya ng mas maraming attention para ma-develop yung ano niya, para

ma-okay yung situation k’se wala namin may gusting mangyari ‘yon ‘di ba? So ayon. So ngayon

ang ginagawa namin, basta may free time kami, ayon, nagba-bond kami sa kapatid namin.

Q: Nag-research ka rin ba tulad ni Kuya (B2) dito?

B1: Ah, ‘di naman ako nag-research, eh. Pero sumama lang ako do’n sa therapy center, do’n ko

lang nalaman na autistic na, six years old na ‘di pa nagsasalita ganon. So nag-expect na ako na,

‘Ah, ganon pala mangyayari sa kapatid ko.’

Q: How did you feel nung nalaman mo na ganon pala mangyari sa kapatid mo? Mga reaction?

B3: Right after, ung reaction ko, wala lang…pero ngayon…ano ba? May difference yung right

after at ngayon. Iniisip ko pa kung ano. A…mas may paki na ko ngayon, di katulad dati. Yun

ngang dapat na di ginagawa, ginagawa ko pa rin…[laughs] pero syempre mas aware na ako. Pag

may nakita akong may special kids, alam ko na yung feeling. Di mo sila ipuput down, parang

normal pa rin ang tinggin mo sa kanila. May sense of hope ka sa kanila. Minsan iniisip ko nga,

ung iba, autistic, pag mga weirdo [laughs]

B1: Una siyempre naawa ako. Pero siyempre, kailangan tanggapin wala naman, wala naman tayo

magagawa do’n. Basta, binigay siya sa ‘min, k’se may purpose, yun na lang yung ina-ano namin.
 Impact of Autism 80

Q: Paano in-explain sa iyo ng dad or mom? How did they make you appreciate yung situation?

B1: ‘Di naman siya masyadong in-explain sa amin basta there’s something wrong. Basta ang

sabi lang sa ‘min, huwag niyong pababayaan ‘yan, parang lagi niyo siyang, yung binigay namin

love sa inyo dati, mas dapat bigay niyo sa kanya k’s may problem nga siya. Ayon lang yung

binabanggot sa ‘min pero hindi talaga siya yung diniscuss na parang ‘dapat ganito natin.’ Basta

attention lang yung finocus ng parents namin.

Q: How about kayo, anong naging reaction niyo upon diagnosis?

B2: Wala naman talagang ano, ma-dramang ano, na nag-iyakan kami or… sila Mama siguro.

Pero kami, kaming magkapatid parang, since bata pa kami, parang walang ganong kalaking

impact, emotional nag anon. Pero kumbaga pero as the time pass by, slowly nalalaman namin

parang nakaka-cope na rin kami k’se since bata pa kami, alam na naming, medyo nasanay na

kami sa kanya. Indi na parang, ‘di na biglang nag-impact na ano, kahit na nalaman na namin

talaga yung severity nung sitwasyon.

Q: Ilang taon yung isa mong kapatid non?

B2: Two years yung difference namin so mga five siya no’n.
 Impact of Autism 81

Q: Can you give one experience with your sibling na feeling niyo it touched you in a different

way or changed you somewhat? One experience, yung salient experience. Or something na ‘di

mo ginagawa mo no’n or pagbabago ng outlook?

B1: Siguro ano, mas malambing siya sa ano kaysa sa akin. K’se dati pagdating ko ng five years

old, gusto ko nga ako na lang, independent na ako,eh. But then siya, pagka kunwari dumating

ako ng bahay, magki-kiss yon, magmamano pero ‘di naman niya naiinitindihan yung mga

ginagawa niya pero continuous yung ginagawa niya so talagang yung pagod mo mawawala.

B2: Sa akin siguro ano, nung na-diagnose siya, immediately nag-school na rin siya, special

school. So na-train na agad kaya ‘di namin masyado na-experience yung talagang yung mga

times na nag-ano siya, yung medyo Barbaric yung dating. So medyo na-train na siya kaagad siya

two years old pa lang. So, pa’no ba? Medyo conrollable na siya habang nung lumalaki kami,

yunlang pag nagta-tantrums. Pero kung papansinin, na kahit ganyan ‘di siya na kakaintiindi,

madali naman siyang, madali siyang kausapin, madali siyang utusan na ano. Minsan pag

makikipaglaro ka, k’se may time na dati, yun nga ‘di mo siya pwedeng istorbohin. Pero nung

nao, nag-ge-gain na siya ng eye contact, pwede mona siyang laru-laruin, ano madali siyang

matuwa. Ngitian alang tapos siya talagang tuwang-tuwa siya, tapos makikita mo talaga na yung,

yung tuwa talaga na parang bata, na kung tutuusin, malaki na siya. Kahit, kahit ngayong malaki

na siya, ngayon, especially ngayon, every weekend lang ako umuuwi. Pag nagdating ko sa

bahay, siya pa yung nagbubukas ng pinti, parang lagi siyang excited pag may dumarating,

kunwari ako or tatay ko. So talagang siya, lagi siya nagpapapansin, kunwari pag may ginagawa

ka kinakala-kalabit ka niya. Palagi siyang, yun nga, alambing yung dating kahit na tutuusin, ilang
 Impact of Autism 82

taon na siya ngayon, thirteen, tapos parang bata pa rin siya na nangungulit-ngulit. Pag ‘di mo

siya pinapansin, talagang gagawin niya yung mga bagay na para pansinin mo siya. Minsan

nambabato pa ‘to ng kung anong bagay. PEro alam mong katuwaan lang naman ‘yoin k’se

nakangiti siya. Yun lang yung talagang nagli-linger sa isip ko, ano siya, malambing na mahilig

makipaglokohan. Iyon.

Q: So, since nung nalaman niyo yung diagnosis, may nakita or napansin ba kayong pagbabago

sa pagtrato sa inyo ng parents before and after the diagnosis?

B1: Nung una, parang equal yung treatment sa ‘min pero after parang mas nagbigay kami ng

focus sa kapatid kong may autism. Yun lang.

Q: Anong reaction mo sa ganong changes?

B1: Sa ‘kin k’se, ‘di ba, seventeen years old. May idea na ako na, ‘di naman ako bata na

mainggit pa eh alam ko naman yung dapat na mas ibigay sa kanya.

B3: OK lang, naiintindihan ko naman. Matanda na rin ako e. Alam mo yon? Ayoko na rin

minsan na…Ayoko na..teens na e, diba?

B2: Sa ‘kin, since baby pa siya and bata pa ko no’n, ‘di ko masyadong na-feel yung difference

nung before and after. K’se noon, meron talaga siyang special attention k’se baby pa siya. Parang

humaba lang yung baby span ng buhay niya k’se iyon. After nung tumatanda na siya, nagging
 Impact of Autism 83

toddler na siya, na-diagnose na autistic siya, parang nagtuloy-tuloy lang yung ano, parang baby.

Nung tumatanda na kami nungkapatid ko, merong mga times na pagta-tanturms siya, nananakit

tapos minsan kami pa yung pinapagalitan na ‘Intindihin niyo na lang. Huwag niyo ng kulitin.

Pag may ginagawa siya, huwag niyo na lang, istorbihin, kulitin’ k’se talagang maaasar siya. Kay

ayon, yun lang, mas pinapagalitan yung, ;di naman mas pinapagalitan, mas iniisip ng parents

naming na mas dapat na intindihin namin yung kapatid namin. So parang naging mas adult yung

dating naming na mas lumaki, mas tumanda kami bigla ng konti k’se mas kailangan naming

intindihin yung kapatid naming.

Q: Pa’no kayo naapektuhan ng sitwasyong ito, I mean sa lifestyle ninyo, sa personal self, sa

family niyo? May mga pagbabago ba, na mga dati ginagawa niyo, ngayon ‘di niyo na ginagawa

or ‘di niyo ginagawa dati, ngayon ginagawa niyo na?

B3: Wala namang nagbago, nagbago lang siguro ung sa kanya. Mas tumutok lang sa kanya.

Kunware, pagmanonood ng TV, e oras niya, pag Sponge Bob na…Dapat alam mo na yon. Wag

nang makipag-away sa kanya.

Q: Nakikipag-away ka ba?

B3: E minsan gabing gabi na e, pero ayaw pa e…Pero alam nya kunware 9 o clock na, kasi pag

sinabi ko na bumaba ka na diyan, baba siya, kasi pag di pa 9 o clock, tapos pinababa mo siya,

makikipag-away. Basta 9 o clock, pero ngayon, 7:30! [laughs]

 Impact of Autism 84

B1: Dati ano, may family bonding every Saturday sa mall. Tapos nung nalaman na namin yung

ano autism parang do’n na lang, family bonding sa bahay na lang. Tapos yung, nilalaro namin

siya ganon, lahat ng atensyon namin nasa kanya.

B2: Wala ako masyado ma-remember nung before na ano, kung ano yung mga special ano, yung

mga nangyayari before. Kunwari k’se bata eh, ‘di rin naman ako lumalabas-labas no’n. ‘Di ako

pa-mall k’se bata pa ko no’n, eight years old. Walang, ano siguro, kung iko-compare sa normal,

sabihin natin normal na ano, mas restricted pag lalalabas k’se, minsan k’se ‘di mo siya

mapipigilan bigla na lang siyang magta-tantrums sa kung saan-saang lugar. And mahirap pigilan

minsan, especially ngayon ano, parang teenager na siya, kaya talagan sobra energy niya kaya

minsan nananakit, minsan makasalubong hinahampas-hampas niya. Kaya sa bahay namin,

natatalot na sa kanya yung mga bata, eh k’se nasasaktan niya yung, pero yun lang, kailangan

lang namin talaga bigay yung attention, bantayan siya lagi. So merong mga times na- ‘di mo siya

pwedeng iwanan mag-isa. So yun yung pinaka-nagre-restrict, ‘di mo siya iwanan mag-isa or…

actually kahit nga, ‘di rin advisable na ikaw lang na kasama niya sa bahay k’se ngayon ‘di na

siya kayang kontrolin ng kapatid kong babae na minsan, malakas pa sa kanya ‘yon, eh

<chuckles> Kaya iyon, yun lang yung mga ano, mga parang changes k’se kung iko-compare mo

sa iba na mas, mas maraming restrictions in terms sa kailangan mo siyang, meron lagging dapat

eye na nakabantay sa kanya, ‘di pwedeng maiiwanan siya mag-isa. Compare mo sa iba nag anon

na katanda, gusto no’n parang gusto nga no’n siya na lang mag-isa or nakikitropa na sa kung

sinu-sino. Siya, talagang kami-kami pa rin kasama niya.

 Impact of Autism 85

B1: K’se ‘di ba nga nursing yung course ko, naka-affect yung ano, yung course na ‘yon, naka-

affect yung condition ng brother. K’se nung high school, ang hilig ko Math talaga kaya akala ko

engineering or accountancy kukunin ko. But then nung ano, nung na-diagnose nga siya parang

nag-iba yung ano, yung gusto ko, parang as eldest do’n sa ano, may responsibility ako tulungan

yung kapatid ko na parang ma-develop siya.

Q: Kanina sabi mo, sa bahay na lang kayo nag-ba-bonding sessions ganon, ahmm, may mga

experiences ba kayo na you went out tapos, could you share kung ano yung mga ginagawa ninyo

before?

B1: Pagnagmo-mall naman kami, ang focus namin is yung ano, dalin siya sa playground ganon,

basta sa kanya lang lagi lahat, hindi yung magsha-shopping kami katulad dati. Yung parang

maging happy lang siya, ganon.

Q: Ahmm, may impact ba ‘to, siyempre lumalaki kayo, mga ibang tao nalalaman nilang may

ganon kayong kapatid, siyempre pag sa nagti-teenager kayo ganon, anong epekto nito sa inyo?

B1: Siguro, nung una k’se, parang kaka-diagnose lang, parang pag kunwari inaasar, sabi, inaasar

ganito yung kapatid mo, parang masakit k’se ‘di ba? Tapos nung banding huli na, ‘Eh ‘di sige,

asarin mo, okay naman ‘to. Mas malambing naman ‘to kaysa kapatid mo’ yung mga ganyan

<soft shuckle> Parang yung nabibigay niya sa aking tuwa, mas okay naman kumpara sa kapatid

mo. So, yun, natanggap na rin.

 Impact of Autism 86

Q: May mga instance ba, may mga experience ka ban a in-ano tapos ano yung ginawa mo?

B1: Siyempre pag inaasar, siyempre pag napikon ka, siyempre sasagot ka na, ‘Bakit mo

sasabihan ng ganon? Ganyan na nga tapos asarin mo pang ganyan.’ So, ‘di k’se nila

naiintindihan yung condition so, naisip ko na, siguro nga dahil ‘di nila naiintindihan yung

condition, wala silang kapatid na ganon kaya nila nasasabi, ‘di ba?

Q: Ahm, anong ginagawa mo, may ginagawa ka ba after ganon, explain to them?

B1: Ahmm, ‘di k’se ako yung after ng away i-e-explain sa knaila, ‘di ako ganon, eh. Hinahayaan

ko na lang, sa ‘kin na lang.

B2: Sa akin, wala akong na-anong experience na negative na niloko nila ako or inasar nila ako

dahil sa kaptid ko. K’se basically ‘di ko naman siya nashe-share, especially do’n sa mga wala

lang, acquaintance lang. Nasasabi ko lang siya sa mga taong lagi kng kasama, sa mga close ko na

ka-org na nakasama na nila yung family ko so, by the time sinabi ko sa kanila, parang ang

reaction nila, parang interested or yun nagtatanong. “Kumusta na?” parang “Ano na ginagawa

iya?” ganyan. Wala naman gnang-aasar. So, di siya ano, ‘di siya naging parang naging painful

experience sa ‘kin yung anon yung kapatid ko k’se wala naman tuksuhan dahil sa kanya. Parang,

marami nga natutuwa sa kanya pag nakita siya. Mga kaibigan ko, pag nakita siya, natutuwa sa

kanya k’se ang cute-cute niya tapos <soft chuckle> talagang…

Q: Nakikipagkulitan…
 Impact of Autism 87

B2: Oo, mahilig siya makipagkulitan pag nasa mood siya. Lagi nga, pag maganda mood niya,

lagi siyang nakangiti. Tapos, pag may mga bagong faces, ano parang yun, tinitignan-tignan niya

pero ‘di niya lalapitan, tapos ngingiti-ngitian. Tapos, habang pag tumatagal yung time, madyo

nakikipag-interact na rin siya, medyo nakikipagbiruan na rin niya, minsan kinakala-kalabit na rin

niya. So yun, wala naman, wala pang negative experiences with relating with my brother and

mga ano, ibang tao na, k’se kung meron man, yung mga nasasaktan niya na ibang tao, ano

naipapaliwanag naman and naiintindihan naman nila. Wala namin talagang nagalit dahil sa

kapatid ko. Yun lang, siguro yung mga batang nasasaktan niya, anon a lang iniiwasan na lang

siya pero ano, ‘di naman talaga nagkakaroon ng galit yung parents nung bata or so parents ko

dahil do’n sa nangyari. Naiintindihan naman nila. K’se ine-explain kaagad, kapg ano pag may

nakakita sa kaptid ko, merong nakipag-interact, ine-explain na kaagad namin na ganon yung

situation and wina-warn na namin siya kung ‘di maganda yung mood, huwag ninyo masyado

kulitin. Kaya nami-minimize yung ano…

Q: So yun nga yung condition ng kapatid nyo, ano yung nagiging level of involvement niyo or

gaano kayo ka-close ng kapatid niyo? Pa’no niyo ide-describe yung relationship niyo with your

sibling?

B3: Takot sa akin yon, e…Ako kasi yung laging kasama. Pag-umalis si mama, sa akin naiiwan.

Sa akin pinakatakot. Minsan pinapalo ko, bawal pala. Minsan gumaganti na e…[laughs] Ayan

nga, kinalmot ako o… Lahat naman ng tao may difficulties sa pagdedeal sa ibang tao, diba?
 Impact of Autism 88

Although it’s more difficult, it’s harder siguro, kasi sa ibang tao kung syempre normal sila, so

assume mo na naiintindihan nila. Mas magkakaroon ka ng space sa kanila.

B1: Ah, ako, k’se yung second ‘di kami close, eh pang-third yung autistic. Mas close ako d’on,

mas naging close ako do’n lalo na nung malaman ko yung autistic nga siya, yun. Tapos, lahat ng,

lahat ng tipong gusto niya bibigay ko sa kanya, ganon.

B2: Siguro, ‘di rin naman ako k’se ganon ka-close sa family kung tutuusin. Pero sa kanya, mas

close, ganon yung dating k’se may mga times na may mga bagay na ‘di mo masasabi sa ibang

tao, sa kanya nasasabi mo k’se alam mo na hindi niya naiintindihan or ganon <laughs>. Basta

parang ganon mga tipo, parang alam mo, wala lang, nandiyan lang siya parang better than

nagsusulat ka sa diary na wala ka namang talagang sinusulatan talaga. Sa kanya at least, meron

talagang nakikinig. And pwede mo siyang kausapin talaga. So yun, k’se yung kapatid ko, yun

nga ‘di naman talaga kami close. Medyo minsan nagbibiruan. Saka dati k’se ano minsan, tabi

kami matulog no’n. Sa bahay, talagang pag kami yung naiiwan, okay kami. ‘Di kami nag-aaway,

‘di kagaya ng kapatid kong babae saka siya, basta ewan ko, meron silang, madali silang mag-

away yung dalawang ‘yon. Madali silang magkaasaran. Kaming dalawang magkapatid na ano

guys, okay naman kami. So, yun.

Q: Ano yung tingin niyo as a brother para matulungan niyo siya sa development niya? Saka

more than being a brother, ano kayo sa kapatid nyo?

 Impact of Autism 89

B1: Ako parang ano, second parent niya k’se nga ano, eldest ako sa magkakapatid, so parang,

pag mawala yung parent ako ngayon, ako na yung bahala sa kanya hanggang sa kung saan man

ako umabot, ibibigay ko sa kanya yung support para sa kanya.

B2: Parang ano rin, parang ganon din. Pero ang medyo ibang case niyan sa ‘kin ano, ever since

nung nalaman ko yon, parang ano, since estudyante ako, ang dami kong times na wala sa bahay.

At the most, every evening saka weekends, yun yung nasa bahay ako nakikiapag-usap. So k’se

siya rin nagsku-school na rin siya. So, yung ‘di kami talagang, mas maraming naspe-spend na

time ng Mom ko so sila yung magkasama. Parang ganon din yung manyayari, ngayon wala pa

masyadong direct, direct na involvement na ako yung talagang mag-aalaga sa kanya k’se nag-

aaral pa ako. Si Mama talaga yung ano, si Mama talaga yung lagi niyang kasama. Pero

sinasabihan na kami ni Mama na saka ni Papa na, pagdating ng time na pag nawala na sila, kami

yung bahala talaga, kami ng kapatid ko mag-aalaga sa kanya. Sinsabihan ng aako ni Mama na,

k’se dati gusto ko mag-doktor, i-train ko raw si Ronald na maging parang tutulong sa ‘kin na.

mag-a-abot ng kung ano o taga-asikaso ng mga gamit para may gagawin si ______ pag tanda

niya. Saka para naman may kuwent- or meron siya magagawa. ‘Di lang siya, ‘di siya magiging

paingay lang pagdating ng panahon or pang-, pang-ano, siyempre magkakaroon din kami ng

family, ‘di siya magiging pabigat, dagdag na pabigat, talagang magiging part lang siya ng buhay

naming na makakatulong siya sa life naming, na mag-aalaga siya ng mga magiging anak, yung

ganon.

Q: Sa inyo po, may ganon din bang expectation yung mga parents niyo na, sinasabihan kayo ng

ganon?
 Impact of Autism 90

B1: Bastaang paalala lang nila sa ‘min na kung mawala man sila, huwag naming pababayaan si

Donald. Saka na-a-ano din ako, ang autistic daw meron silang, specific talent na talagang ano

kakaiba, na don sa aspect na yon, do’n talaga siya magaling. Kaya parang naging proud ako sa

kapatid ko na paglumabas ‘to baka talunin niya pa yung iba.

Q: May nakikita ka bang potentials niya na kung saan siya magaling?

B1: Sa ngayon, wala pa naman k’se under therapy pa siya so inaalam pa kung sa’n siya

magaling.

Q: Ikaw, may nakikita ka bang potentials niya? Or ano yung mga interests niya or activities na

ginagawa niya?

B2: Siguro ano, sa paglalaro kahit nagpapasahan ng bola. K’se dati tinuturuan naming siya sa

bahay na sumulat-sulat pero parang ‘di niya gusto yon <laughs>parang ano, madali siyang ma-

distract. So yon, basta ano, masaya pag kunwari, basketball, pinapa-shoot namin yung bola sa

kanya, well, okay sa kanya yung mga ganong tipo. And takbo siya ng takbo, tinuturuan naming

siya mag-bike, siguro.

B1: Pero kase sa kanya, pag walang pinapagawa sa kanya or something, tumatakbo-takbo si

Ronald. Minsan nagpapaikot-ikot siya ng mga bagay. Meron s’yang paboritong tali na

pinapaikot-ikot lang nya. Pero sinasabihan kame nina papa na h’wag s’yang isanay sa ganun.

So, parang binalgtad namin na i-involve s’ya sa mga activities namin, sa mga gingawa namin.
 Impact of Autism 91

So, sinasabihan nga kame ni mama na kung pwede ilayo namin s’ya sa mga ganun. Medyo

kase nakakaintindi na s’ya kahit papano, kunware, manood ng TV, papaupuin nya ko para

manood. Tulad ako, pag nagko-computer ako, sabi nya, patabi ako kuya, habang nagk-computer

ako. Pati mga gawaing-bahay din, kunware pagnagwawalis or pag naghuhugas ng plato,

pinapatulong namin talaga namin sya kase parang training na rin, kase kailangan talaga I-involve

namin s’ya sa gawaing bahay para matuto s’ya. Kya yun, yun ung pinaka… hindi kame nagi-

involve sa mga activities nya, ung kame magpapainot-ikot din kame, weird. Or kunware

nagtatakbuhan kame sa loob ng bahay, so parang binaligtad na lang namin, parang part na rin ng

training nya na i-involve namin s’ya sa mga activities namin. So, para mas normal.

Q: Kayo, may tinuro ba sa inyo na experiences di ba, parang sabi mo kanina development, ano

mga tinuro sa inyo na ginagawa mo? Parang part ng pag-develop ni Donald?

B1: Basta sa ‘kin lang, natutunan ko lang, di dapat s’ya, di dapat tayo ung mag-aadapt sa kanya.

S’ya dapat ang mag-aadapt sa atin. Di ba kase, di natin dapat ginagawa yung mga ginagawa nya.

Mga kawirdohan, di ba? Dapat sya ung magbago, di ba? So dapat natin sya tulungan.

Q: May mga example ba kayo na, un nga.. na sya ung binabago nyo sa mga ginagawa nyo?
 Impact of Autism 92

B1: Sa ngayon, ang hirap kasiniyang I-ano eh, imanage. Uhm, 5 years old na sya ngaun parang

nag-aact sya na parang 1 year old lang, ganun. Basta kunware nakikipaglaro ka sa kanya, tutulak

ka nya. Di pa talaga namin sya maano…macontrol.

B2: Sa amin, marunong si Ronald na maligo, kailangan lang bantayan kasi mahilig siya sa tubig.

Sasabihin mo lang dapat na ‘uy, magbuhos kana, magsabon ka na.’ Medyo naiintindihan na din

niya kahit papaanp. Parang nakarecord na din sa kanya so hindi siya totallu handicapped

pagdating sa ganon.

Q: Alam na ba ng mga tao sa paligid niyo, like mga kamag-anak, friends, tsaka paano sila nag-

react?

B1: Sa amin kasi, nung nalaman ng mga relatives namin, nashock sila kasi wala naman kaming

history ng ganon eh parang siya lang naging ganon. Ang ginawa nial, bini-baby nila kapatid ko,

pag nakita nila, cute na cute sila sa kanya. Parang yung anak nila mapapabayaan nila yung

kapatid ko hindi.

Q: Sa friends?

B1: Sa friends? Hindi naman nila alam na ganon kapatid ko, hindi ko naman kasi sinasama sa

mga lakad.
 Impact of Autism 93

B2: Ako naman, sa relatives sa mother side ko, meron siya mga ka-edad. Parang pinapasama

nila. ‘Uy, makipaglaro kayo dun.’ Pero siyempre hindi mo naman mapipilit kung ayaw. Andun

pa din special attention sa kanya. Tsaka MATAKAW KASI YUN EH. Mahilig kumain ng mga

junk foods so kailangan pagbigyan. Kahit sa ibang mag pinsan, tama na, sa kanya sige pa rin.

Kain pa rin ng kain. Isa yun sa mga special treatments. Dun naman sa father side ko kasi

madalang lang namin silang makita, sa Mindanao kasi sila. Pag dumadating kami, talagang

excited sila, lagi nilang nilalaro laro, kinukulit, nilalambing. Sa friends naman, ok naman, kasi

dati nakita na ng mga friends ko si Ronald (‘di tunay na pangalan). Naconfine kasi ako tapos

nagvisit sila, nakita nila kapatid ko. Natuwa naman sila sa kanya kasi malambing na cute na

mahililg maglaro kaya nga minsan pag-umuwi yung iba galing Baguio, meron sialng pasalubong

para kay Ronald, kasi alam nila na mahilig kumain ng kung anu-ano.

B3: Reaction ng ibang tao? Depende sa tao, syempre kunware kayo, amy alam kayo, pero yung

ibang tao, syempre, ewan ko. Feeling ko walang background talaga, pag walang alam talaga sa

autism, inaassume ko na, siguro, ineexpect na di nila maintindihan. Ewan ko, Pagnakakuta ako

ng special kid, ewan ko, wala akong paki-alam, so parang ganoon lang sila. Siguro parang

negative in a way, iniisip siguro nila na retarded. Siguro kung ieexplain ko sa kanila, iba yung

retarded sa autism. OK lang sa akin sa mga walang alam, pero dun sa mga may background na,

sila yung may diperensya.

Q: Kung may babaguhin kayo sa perception ng mga tao sa autism, ano yun?
 Impact of Autism 94

B1: Siguro sa akin, yung batang yun hindi naman niya ginusto na maging ganon siya so parang

dapat I-treat siya na parang normal lang.

B2: Siguro wala namna akong masyadong negative experience about it, siguro ano lang, wag

lang isipin na retarded kasi normal siya. Meron lang problem sa pagcocommunicate pero normal

lang. Natatawa lang ako sa mag tao ba meron iba, tinatawag nilang autistic eh hindi naman nila

naiintindihan kung ano yun.

B3: Maraming autistic na magaling…Siguro kasi sa mga walang background, isip nila autistic,

either slow or mababa, pero yung ibang tao na naman, kasit walang background, iniisip either

magaling or wala talaga – parang moron. Iba yung retardation sa autism. Iba yung mongoloid sa

autism. Tsaka yon, sa special kids, yung Down syndrome, yung mongoloid…Tapos, maraming

high functioning na autistic. Pero syempre, kailangan iexplain sa mga walang background yan…

Ano pa ba? Tapos, di kailangang mag-adjust ng autistic sa ‘yo, ikaw ang dapat mag-adjust

Q: Kung gagawa kayo ng commercial tungkol sa autism, paano niyo ipapaalam sa mga tao ang

autism?

B1: Ako siguro more on the normal side, nakikiinvolve siya sa mga ibang tao tsaka hindi naman

ganon ka harsh yung reality na magkaroon ng autistic na kapatid. Meron lang talagang problema,

putol yung link sa communication niya pero nakakaintindi siya. Madali nga siyang gumaya ng

mga ginagawa namin kaya delikado pag minsan. Kailangan itago yung mga posporo sa bahay
 Impact of Autism 95

kasi nakikita niya kaming magsindi ng kalan, baka gayahin niya kaya dapat ingat. So hindi siya

ganon kapitiful ang dating. More on the normal side siya.

B1: Sa akin siguro hindi ko ipapakita yung negative side, positive side siyemrpe para pag

nalaman nila na mas ok yung makakuha ng batang ganito, mas malambing baka isipin nila gusto

ko din ng autistic na anak. Para maging positive outlook nila sa situation.

Q: Ano yung nakikita niyo for the future for your sibling?

B1: Siguro sa kanya ko na lang ibibigay yung time ko. Panganay kasi ako and malaki yung

responsibility ko sa kanya. Gusto ko nga buong life ko spend ko nalang with him.

B2: Ako siguro, magkatulong kami ng isa ko pang kapatid sa pag-aalaga kay Ronald. Kahit

siguro may mga families na kami, andun pa din yung aalagaan namin yung kapatid namin.

Q: Ok, thank you for sharing your experiences and insights with us.
 Impact of Autism 96

Interview

Teacher C (Female Teacher 03)

25 years old, Cainta, Rizal.

Q: Ano po yung background ninyo po sa autism and what were you perceptions then before you

got into teaching? Paano po kaya napunta sa pagtuturo at ano po yung mga factor na nag-lead sa

inyong decision na magturo ng mga kids na may autism? Ikuwento po naman ninyo ang inyong

teaching experience.

A: Actually, yun nga, nung college ako, wala sa isip ko na magtuturo nga ako ng special (kids.)

Nag-intern lang ako sa special school, sobrang na-touch ako, “Ah, may mga ganito pala.” K’se

‘di ba sa Psych, more on sa mga abnormal k’se nung college ako ang na-encounter ko no’n ay

yung mga nag-break down, so yungmga nasa mental, mga schizoid, paranoid, manic (-depressive

syndrome) yung mga ganon. Yun yung mga na-encounter ko non saka nung nag-intern ako,

napunta nga ako sa isang special school, don ko lang na-ano na “May mga bata pa lang ganito.”

And I was so touched na parang at a young age, actually ‘di na nga sila young eh, siyempre isip

nila bata, eh. Do’n ko na-encounter na, imbis na maawa sa kanila, they need help. ‘Di naman

pwede mo silang laging kaawaan. Ang kailangan nila is yung tulong. Nung ng-work ako,

napunta ako sa isang school, pre-school, pero na-bore k’se parang walang challenge. K’se typical

na bata, na makulit ganon lang. Tapos nag-apply ako sa isang school na mixed siya, ng regular

and special. Then na-assign ako sa regular and sa special kids then. K’so nagkaroon ng problem

pagdating do’n k’se yung school na ‘yon, k’se yung kami, yung staff, yung manpower ‘di na

namin maibigay yung quality of education sa mga special kids na ‘to. K’se I’ve learned na as

much as possible kailangan na matututukan mo talaga sila. So ‘di talaga pwede yung katulad sa
 Impact of Autism 97

pre-school na kaunting instruction lang, kailangan matutukan talaga. Hindi k’se nabibigyan ng

maayos na turo yung mga batang yon. And then nagkaroon pa rin ako ng conflict sa school,

biglang nag-tantrums siya sa sobrang laki niya, kinaya yung ibang bata, so yung ibang bata

nasaktan. So, I talked to my boss ayon nagka-conflict kami and nag-decide ako na aalis ako after

pagkatapos ko school year, aalis ako. And iyon nagpaalam ako sa mga parents tapos parang

nalungkot sila sa decision tapos it turned out na they asked me na mag-put up ako ng school. Eh

sa school nay un, ano ten lang sila (special kids), nag-comment sila na magput-up ako ng school

tapos lahat sila lilipat. So, iyon yung isa sa mga reason, k’se sobrang ‘di kami nakapag-prepare.

Kumuha lang kami ng lahat ng permit, kaya sobrang biglaan. Sobrang na-shock kami. Pero good

thing, yung boyfriend ko k’se O.T. (occupational therapist.) So medyo good ung combination

namin, yung partnership namin. K’se kung magbabayad ka ng therapist para sa isang special

child pinakamababa na, kung licensed siya and talagang experienced siya, pinakamababa is 600

(Php). And kung nagsta-start ka ng school, hindi mo maa-afford na magbayad ng O.T. Kaya

nung nagtayo kami ng school, kami lang dalawa, wala kaming kinuhang staff, kaming dalawa

muna. So, we worked out muna kung paano ima-manage yung school and iyon, it tuned out

naman ng okay. So, when it comes sa mga autistic child, kailangan mo nga ano, ahmm, gine-

generalize ko na lang silang lahat kung paano sila i-handle, paano sila i-treat. K’se ‘di ba yung

autistic child k’se, sila yung may mga kakaibang behaviors. Actually sa mga autictic child

importante sa kanila yung ano, anong tawag don? Ahmm, yung early intervention. K’se nakita

ko na yung mga autistic child na may ano, yung hindi good yung early intervention nila, ano

actually nagkakaproblema na sila sa paglaki. Parang hirap ng habulin, though mahahabol mo pa

rin siya k’se ‘di ba ang target mo sa isang special school is to normalize them. ‘Di naman talaga

natin sila magagawang normal eh but then you can normalize them sa environment na
 Impact of Autism 98

ginagalawan nila. So, nung nag-start kami, yung school k’se namin, nagke-cater do’n sa mga

child and adults. So sa mga autistic naming, lalo na yung mga child, ang ginagawa naming is

one-on-one early intervention para talagang naibibigay namin sa kanila mga one or two hours ng

klase, so para talagang nabibigyan naming sila, natututukan namin sila do’n sa mga needs nila.

K’se sa mga autistic child kelangan nila yung, what do you call that? Ahmmm, sandali lang hah?

Ahmmm, yung ADL, Activities for Daily Living. Importante k’se sa mga autistic child, k’se

karaniwan nagsta-start, ganito k’se, karaniwan two (years old) nada-diagnose na autistic ang

isang bata. Nada-diagnose na yung bata na may autism by two so importante sa kanila yung

ADL, yung pagkain, yung paglabas, yung pagwiwi, pagpupu so yun yung mga first na tina-target

namin. Ayoko na k’se yung mga maliliit na bata na ‘to na ‘di sila natuturuan kahit na sabihin mo

pang groups of five lang sila. Pag sinabi mo talagang nakatutok kami, k’se yung school namin

‘di kami nag-a-accept ng marami. Meron kaming class of adults sa umaga and then class of early

intervention na maliliit na bata sa hapon.

Q: Nabanggit ninyo po kanina na nag-intern kayo sa isang special school. Before po ano po ang

alam ninyo about autism, and ano po yung mga perceptions po ninyo dati tungkol sa autism and

sa mga individuals din po na affected nito.

A: Actually, wala akong idea nung nag-intern ako. K’se nga tulad ng sabi ko sa iyo, yung mga,

kumbaga exposed ako sa mgamay mga personality and mental disorders, yung mga manic,

schizoid. Yan yung exposure ko. Kaya nga nung nakita ko sila ‘di ko alam kung anong tawag sa

knaila, na autistic ‘to. Bukod sa Down’s syndrome hah? Siyempre kahit naman yata sino, kahit

na well-informed alam pa rin nila kahit na ‘di Down’s Syndrome yung tawag nila, alam pa rin
 Impact of Autism 99

nila na ito yon. Pero ito palang hinahawakan ko ay Fragile X, ah ito autistic. Wala akong idea,

nag-research lang ako. Bukod sa ano, synopsis of psychiatry lang. So ayon, dahan-dahan ko siya

natutunan k’se ano three months lang siya. Within three months na yon, basta talagang pinag-

aralan ko siya k’se in-adopt ko lang kung ano yung mga sasabihin sa akin ng mga teachers don,

yun lang. Kumbaga yun yung first encounter ko, first training ko. Buti na lang, good thing din

yung napag-internan ko. K’so ahmm, d’on sa napag-internan ko nakita ko talaga na ang

ginagamit nila is torture k’se alam mo ‘yon kapag nagmi-misbehave na yung bata, kumbaga

kung mahina yung ang heart, madudurog siya mo k’se talagang hini-hit nila yung mga bata. Pero

sasabihin lang nila sa iyo or sa parents na nadapa or something. K’se mina-manipulate nila. They

know na yung ibang bata d’on non-verbal, lalo na yung mga autistic child, non-verbal sila. So‘di

makapagsumbong yung bata. Kaya iyon, do’n ako na-expose sa ganong klase, k’se puro mga sila

mga lalake and actually ‘di naman sila mga therapist. Siguro kung ma-e-encounter ko sila

ngayon, tatanungin ko ba’t wala silang therapist. So ano masasabi ko sa mga autistic na child?

Actually kung matuturuan mo silang ma-normalize, alam mo, napaka-galing nila. K’se meron

akong, ano kung made-develop mo sila kung sa’n sila magaling talagang masasabi mong

magagamit mo sila sa maraming bagay. Sabihin man natin na ‘di sila yung palagi mong

maasahan, di sila magaling sa academics pero may mga aspect na magaling sila, na pwede mo

silang asahan sa bahay and meron silang, k’se yung mga autistic na child meron sila nung, ano

nga tawag don? Ahmmm, splinter skills. Sobrang, ma-enhance mo lang sa kanila, grabe sobrang

mapapakinabangan mo sila.

Q: Ano po yung initial reaction ninyo po nung ma-expose po kayo sa kanila? Ano po yung

naisip nyo nung maka-interact nyo na po sila?

 Impact of Autism 100

A: Yun nga sabi ko nga sa iyo, nung first time na ma-encounter ko sila, ‘di ko alam na autistic

sila. ‘Di naman ako well-versed sa mga ganyan. Pero nung nag-work na ako, yung talgang

formally nagwo-work na ako, do’n nalaman ko yung mga needs nila kung paano sila mag-

function, na may mga routines pala sila. Iba-iba yung mga strategy na pwede mong gamitin sa

kanila. May strategy na, na ginagamitan ng cue cards, mga ganyan. Reaction ko sa kanila nung

makita ko sila? Parang nakakatawang, masarap turuan. Yung iba mahirap turuan, yung talagang

wala kang makuha from them kaya nga sabi ko kanina, kung ‘di maganda yung early

intervention nila. Parang nagsisimula ka talaga from zero. Pero ang nakakatuwa don, kapag ikaw

yung nag-start, yung ikaw yung talagan nagsimulang magturo sa bata, ta’s nakikita mo talaga

yung development nila; natututo na silang magbasa, natututo silang magsulat. Yun nga lang the

fact na natuto silang humawak ng pencil, sobrang matutuwa ka na. Alam mo yon? Sobrang,

sobrang mata-touch ka na, as in mararamdaman mo na na-fulfill mo yung role mo sa kanila. And

sa pagtuturo k’se sa mga batang ‘to as much as possible ‘di masyadong mataaas yung

expectations mo k’se ikaw din madi-discourage ka din. K’se ‘di ba? Kaya kailangan na i-balance

mo, don’t expect too much from them, kelangan nila yung help. Pero kung talagang, makikita

mo naman yun, eh, mararamdaman mo naman yun eh. Kahit sinong bata, kahit anong case pa

niya, alamin mo kung hanggang saan sila, Kung hanggang saan sila, huwag mo silang ipu-push

too much. Parang din silang tayo, ‘di ba parang tayo eto lang yung load natin for the day. And

ano yung naïf-feel natin? ‘Di ba minsan nahihirapan din tayo, nastre-stress din tayo. So ganon

din sila. Huwag natin sila masyadong i-pressure k’se kaya nga ‘di ba sila special children, special

child, so kailangan ng sobrang mahabang pasensya. And imbis na magalit ka sa kanila, ahmmm,

i-appreciate mo na lang yung mga little things na nagagawa nila. Sobrang kailangan nila non.
 Impact of Autism 101

Kahit na paulit-ulit mo na silang vine-very good, pine-praise, okay lang yon k’se masaya sila

don, eh. Sobrang babaw lang ng kaligayahan nila. May mga things na ‘di nila naa-appreciate,

yung mga things na pinag-gagagawa mo, I thinknaman naïf-feel naman nila yung love na

pinapakita mo Sa mga child na ‘to, kailangan talaga nila is yung love. Alam mo, ahmm, parang

k’se yung iba, yung real world nila, minsan na ne-neglect sila, ‘di sila naaasikaso. Meron nga

kaming estudyante, na thirteen or fourteen na ba ‘yon? Never siyang nakapanood ng sine. Kaya

nung nilabas namin siya, sobrang ang saya-saya niya. Kaya iyon, parang iyon, k’se nga limited

sila, k’se mahirap silang ilabas, magulo sila, so parang ‘di sila nabibigyan ng chance. So kung

ako, nagput-up ako ng school , ‘di ko (lang) sila pagagalawin sa four corners ng school ko. Gusto

ko, inilalabas sila, ah magsww-swimming, yung gagawin din nila yung mga bagay na ginaagwa

ng mga bata. Inilalabas naming sila sa park, manood kami ng sine, nakiki-birthday kami kung

kani-kanino, kung nao meron, pumupunta dinkami sa mga amusement park, alam mo yon? One

time nga pumunta kaming Enchanted (Kingdom), eh ang lalaki nila. Meron kaming isang bata,

ang taba-taba niya eh ang gusto niyang sakyan yung pangbata. Eh. Siyempre ‘di naman lahat ng

tao naiintindihan yung case nay un yung gusto nilang sakyan k’se feel nila mga bata sila. Saka

ayaw din nila ng mga sobrang matataas, sobrang nakakatakot na mga rides. K’se ang feel nila ‘di

sila fit don, ang gusto nila yun ngang pambata. Kaya talagang “Sige na, please, pagbigyan nyo na

po.” Yung talagang nagbe-beg na, good thing mababait din yung mga nagbabantay sa

Enchanted. Alam mo yung kahit na, kahit na alam nilang masisira yung ano, feeling nila masisira

yung rides, pinagbigyan nila yung mga bata. Alam mong sobrang nakakatuwa nowadays, yung

mga tao kahit paano nae-expose na rin sila. Like for example, nung sumakay kami ng LRT,

Santolan. ‘Di kami nagbigay ng notice, basta na lang kami dumating do’n. So nakita namin na

special attention kami don, nagbigay sila ng seats. So talagang na-enjoy ng mga bata. So, iyon
 Impact of Autism 102

pag ikaw naging teacher, always understand their situation. K’se may mga problem ka na mae-

encounter na, actually ‘di yung mga bata. Yung mga magulang. Ako, sobrang kaya kong

intindihin yung situation ng mga bata, ang ‘di ko minsan masikmura yung mga magulang k’se

sila yung magulang, sila yung unang nagbibigay ng dead end sa mga anak nila. Pero as teachers,

kailangan din naman natin sila intindihin siyempre, ‘di naman ikaw yung gigising sa umaga and

tititigan mo yung anak mo parang ‘di ba? Tititigan mo yung anak mo parang ‘Pa’no yung anak

ko? Pa’no pag patay na ko? Sino mag-aalaga sa anak ko?’ Parang ‘di ba? Masakit sa part nila

yon kaya talaga minsan pinipilit ko na lang sila intindihin. Kaya may mga mae-encounter kang

mga bata and mga magulang na talagang gusto mong sukuan. Pero ‘di mo pwedeng sukuan k’se

‘di mo iisipan lang na it’s your job. Huwag mong isipin na job mo lang iyon. Isipin mo rin na

ministry mo ‘to, na nagse-serve ka rin kay God na gagawin mo ‘to para ma-please mo si God.

K’se talagang, ako dumadating sa point na gusto ko ng sukuan. Minsan k’se pasaway na yung

bata, pasaway pa yung magulang, pasaway pa yung mga staff mo, parang ‘Ah, gusto mo ng i-

close’ pero maiisip mo ‘Pag nag-close ako, pa’no na yung mga batang ‘to?’ Alam mo yon?

Minsan parang iniisip mo na lang, huwag mo nang isipin yung sarili mo. Isipin mo na lang yung

mga bata na kine-cater mo, na kailangan ka nila. Actually kanina before ako mag-gym, merong

mommy, actually umiiyak siya. K’se lumalaki na yung utang nila, magmula Feb. pa. Sabi nung

Daddy, tigil na raw and parang “Ako”, sabi ko sa kanila, “’di ko naman kayo sinisingil.” K’se

ayoko silang singilin k’se parang ‘Kung magbabayad kayo, magbayad kayo. Kung wala kayong

ibabayad, wala kayong maririning sa ‘kin.” K’se nga for me parang ayokong, ayokong dahil lang

sa ‘di makapagbayad, though it would mean na makapagbayad ka k’se nagbabayad lang, nagre-

rent lang ako, nagbabayad ako ng mga teachers, nagbabayad ako ng mga bills, nagbabayad ako

ng tax so it matters na magbayad ka. Pero ano lang yun, dahil lang ba sa pera parang yung bata-
 Impact of Autism 103

matitigil na, parang ano pang mangyayari sa kanya? Sobrang delayed na nga siya, made-delay pa

siya lalo, parang it’s hard, kaya yon.

Q: Nabanggit ninyo po kanina mga characteristics, attitude or skilles po when it comes to

dealing with autistic children, yung kailangan po ng patience, huwag masyadong mag-e-expect,

kailangan ma-appreciate yung mga little things. Aside po don, ano pa po kaya yung dapat na

meron ang isang teacher o kahit sinong nagha-handle ng autistic individuals?

A: Actually, depende, depende sa bata, eh. Minsan ‘di pwede yung ganitong strategy o depende

kung ano yung taste niya. Depende iyon, k’se tingnan mo, yung bata before sila ipasok sa iyo,

meron silang assessment. Sa assessment na yon, gagawa ka ng IEP (Individualized Education

Program). From there, titingnan mo yung behavior ng bata, iyon kung yung bata kailangan ma-

modify yung behavior niya, so dapat do’n beahvior mod (behavior modification) yung need nung

bata. Dapat strict and firm, Kapag sinabi mong ‘sit down’ sa bata’ sit down. K’se karamihan lalo

na kapag behavior mod, ang hirap paupuin ng mga ‘yan. You have to put them in a avery small

room, room na wala masyadong toys, room na wala masyadong pictures. Nabasa ko yon sa isang

book na sa States daw k’se ang school don, walang posters, walang pictures ‘di katulad sa ‘tin ‘di

ba? Lalo na pag autistic child daw, mas limited yung attention, di sila nakakapag-focus. Eh, di ba

nga yun yung problem nila? ‘Di sila nakakapag-focus, wala nga silang eye contact. ‘Di mo sila

lalo mapapa-focus kaya kami ilalagay namin siya don para ma-behave siya. So, behavior talaga

niya yung tina-target talaga sa kanya. Pero meron ding ‘di mo makuha sa firm, kailangan

bolahan. So, makukuha mo siya sa bolahan, so makikipagbolahan ka sa kanya. Ngayon, case-to-

case basis lang yun kung ano yung mag-wo-work sa bata saka kung ano yung alam ng magulang
 Impact of Autism 104

sa bata. Tapos, sinasabi ko sa mga teachers ko’pakiramdaman ninyo kung ano yung sa tinging

nyong effective’ ngayon kung ‘di effective sa kanya, k’se pag nagtuturo ka ng bata, ng special

child para kang nag-e-experiment kung ano fit para sa behavior niya k’se kahit sabihin mong

lahat sila autistic, iba-iba yung mga strategy na pwede mong ibigay sa kanila. Kahit sabihin

mong magkakasama sila sa iisang klase, halimbawa.iba-iba pa rin yung mga strategy na pwede

mong ibigay sa kanila, kung paano mo sila tuturuan, kung paano mo sila pasusunurin, so

depende case-to-case basis.

Q: So kailangan versatile ka?

A: Oo, kailangan versatile ka na kailangan na kung eto yung need ng bata, ito yun yung ibibigay

mo. Kung masyado siyang makulit, kailangan mong maging firm sa kanya. Ganon iba-iba. K’se

kapag nagdi-deal ka na ng mga bata saka mo lang ma-a-ano kung yung mga strategy na ibibigay

mo eh. Once na nandon ka na, actual na, do’n lang maglalabasan kung ano yung mga strategy sa

pagtuturo, strategy sa pagmama-manage, alam mo ‘yon? Do’n mo lang makukuha yon, do’n sa

actual na.

Q: Nabanggit mo kanina may mga point po na nadi-discourage na po kayo, parang gusto nyo

nang mag-give up and close the school, napapaisip po kayo. Ahmm, before po ba kayo magturo

and i-start yung school at ngayong rin na nagtuturo kayo, may mga points po ba na nag-hesitate

kayo o instances o mga taong o mga bagay na napadalawang-isip kayo? And ngayon po, ano po

yung mga nagpapa-dalawang-isip kayo and nadi-discourage kayo?

 Impact of Autism 105

A: Nung nag-start ako, walang hesitation. Ano yata ako, ipinanganak akong malakas ang loob.

Actually ano lang ako non, 23 years old, ‘di ako ano, yun nga malakas yung loob ako. Ano k’se

ako, sige-sige. Ganon yung attitude ko parang laging ano ako ‘kaya ko, kaya ko.’ Magpe-pray

ako, iga-grant ni God ‘yan.Siyempre dumadating yung mga times na nadi-discourage ka ‘di dahil

sa bata, nagkakaproblema ako sa staff. K’se ‘di k’se ako strict sa staff and feeling ko minsan

naba-bypass na nila ako. Nagkakaproblema ako minsan, late darating, absent. ‘Di k’se ako, ‘di

nga k’se ako strict. Ayokong, k’se naka-encounter ako ng strict na boss na nangangatog ako sa

takot. Ayoko din k’se na gaganunin ko rin sila. Ni-re-respect ko sila. Yun nga lang minsan, too

much na yung pag-gi-give ko sa kanila na minsan na na-a-abuse na ako. Na kaya minsan parang

gusto mo na lang isuko. Tapos at the same time yung mga magulang parang, alam na nga nila

yon, parang ‘di pa sila ganon ka-concerned, minsan parang mas nafi-feel ko pa na mas ako pa

yung nagke-cater sa kanila, na mas ako pa yung alam mo yun? Na gusto kong ma-develop ko

‘tong mga ‘to, tapos bibigyan ka na nila ng dead end, bibigyan ka na nila ng alam na nila kung

ano yung case ng anak nila, na alam nila kung hanggang saan lang yung anak nila. Minsan gusto

mo ng sagutin, “Alam nyo na pala, ba’t nyo pa pinag-aaral?” Minsan gusto mo na lang silang

ganunin pero siyempre hindi. Kailangan mo silang i-respect, kailangan mo din silang intindihin.

Minsan k’se nakaka-drain din na, ang dami na nga ng problema mo, kailangan mo pa intindihin

lahat ng tao. Isang sobrang nakakapagod yung iintindihin mo yung staff mo, iintindihin mo yung

case ng mga estudyante mo, mga magulang parang wala ka ng gagawin sa buhay mo, eh

iintindihin sila. Eh pero siyempre ako, parang gusto ko na mag-stop parang at this age, ngayon

25 na ako, parang “Ah, ayoko na. Nato-torture na ako sa inyo.” Parang ganon. Gusto ko lang na,

siguro kung nagwo-work lang ako, ‘di ko po-problemahin lahat yon. Problema ko lang yung mga

estudyante ko, kung may problem sa magulang, bahala na yung admin(administration) don. Sila
 Impact of Autism 106

na yung bahala sa management, so parang ganon. Eh, siyempre parang naiisip mo rin naman,

sino na mag-aalaga sa kanila? Sino yung magke-cater sa mga batang ‘to? Alam ko maraming

school pero knowing yung fee ng school ko and yung ino-offer ko, sobrang ang layo ng fee ko sa

fee ng ibang school. Tapos meron pang pro bono. Imagine ‘di naman ako big school. So yung

nga, sabi ko nga sa iyo, alam ko, when I die lahat good thing na ginawa ko sa isang tao, do’n ko

makukuha yung mga ano ko, yung gifts from God. So, yun yung iniisip ko palagi na lahat ‘to,

may kapalit pag nasa heaven na ako. So, yun na lang yung pinapasok ko sa isip ko kahit na

talagang nade-drain ka na. K’se I have a plan of working abroad pero parang nagiging burden

naman siya sa akin ‘Pa’no naman yung mga estudyante ko?’ Parang pag nagpunta ako ng States,

parang ano ba? Sino pa bang school na mag-a-accept sa kanila na kahit ‘di ka na makabayad, ok

lang, kahit may utang ka ng 30 000 (Php) ok lang. Parang ‘di ba ? Ang hirap no’n eh parang

dapat ko bang isipin yung sarili ko o kailangan kong isipin yung ibang tao? So isa pang nakaka-

drain yung iniintindi mo sila, ang dami mong sina-sacrifice para sa kanila tapos wala ka namang

makikita kahit kaunting sa kanilang difference. So yung yung pinaka-number one reason. Pero

when it comes sa mga estudyante, never ko silang gini-give up, na dahil sa kanila made-drain

ako? Hindi. So karamihan yon, dahil yon sa magulan o staff ko.

Q: Besides po sa pagiging teacher sa mga estudyante ninyo, ano pa po kaya yung role ninyo to

them, to the individuals na may autism po? Or paaano ninyo po made-describe yung relationship

ninyo with them?

A: Actually, pag teacher ka dapat lahat, dapat nga versatile ka. Yaya ka na, nanay ka pa, teacher

ka pa, alam mo ‘yon? Lahat. Caregiver ka pa, lahat. Playmate ka, yon yung number one na ‘di ko
 Impact of Autism 107

tinatanggal kapag marami silang good thing na nagawa, meron talaga akong time na

nakikipaglaro ako sa kanila, na umaakyat ako ng slide, na kahit mukha akong eng-eng. Tapos

nafi-feel nila na they belong. K’se ‘di ba nga minsan k’se na-a-out na sila palagi. So, kami

pinafi-feel namin na may times na teacher nyon kami, may times na playmate nyo kami. Pero

lahat siyempre yon, may limitation. Kaya yon, yung mga role nyo. Their firend, counselor. Yon

yun yung number one sa magulang: counselor. Siyempre yung mga magulang, ibinubuhos nila

yung mga problema ng mga anak nila. Ikaw magte-take ng lahat no’n. Kaya by the time na

matapos kayong mag-usap, “Ahhh…” Ang bigat na rin ng loob mo. Pero siyempre role mo yon,

walang ibang pwedeng malapitan o makaintindi sa case ng anak nila kundi yung teacher din

nila. So, ikaw pagmagtuturo ka sa kanila, ready ka sa mga bagay na ganon. Alam mo yon dapat

kayanin mo yon. K’se talagang parang, minsan parang ang tanda-tanda, doble sa edad mo,

umiiyak sa harap mo. Parang ganon eh, katungkulan mo yon eh. Dapat mo yun gampanan.

Q: Ma’am, nabanggit nyo po kanina na nakapagturo din kayo ng regular and special kids, pa’no

ninyo po mako-compare o mako-contrast yung pagtuturo sa kanila o pa’no ninyo made-describe?

A: Bukod sa naka-focus kami sa ADL, para ka ding, pag nagtuturo ka ng special and regular na

child na pre-school ‘no? Parang pareho. Bakit? K’se minsan yung level nila pang pre-school.

K’se pag nagtuturo ka ng pre-school, ituturo mo sa kanila yung pinakasimpleng strategy na

maiintindihan nila. Sabi nga ng boss ko noon, yung pinaka-pinakabobong paraan ng pagtuturo,

yun yung isipin mo k’se yun yung effective sa kanila. K’se parang bata nga sila eh, ‘di mo sila

pwedeng turuan na level mo, na kailangan maging magaling sila, though oo, dapat maging

magaling sila pero yung way na pinakamaiintindihan nila. So yun yung parang pareho yung
 Impact of Autism 108

strategy ng pagtuturo, yun nga lang the difference is, naiintindihan ka ng mga kids, ng mga small

kids, mga regular. Eh yung mga autistic, there are times na ‘di ka nila naiintindihan. Kaya paulit-

ulit lalo na kung minsan uulitin lang yung sinabi mo parang “aaaahhh…. Huwag mo ‘kong

ulitin.” So kailangan ipaintindi mo sa kanila yon. And yung mga activities nila, task analysis. ‘Di

katulad sa pre-school, eto yung way ng pagbrush ng teeth, o put toothpaste, up, down, up, down.

Pero sa special, meron kang cue cards, naka-task analysis na yan, ide-demo (demonstrate) mo pa

yan sa pinakasimpleng paraan. Halimbawa, pagwa-wash ng hands, “First thing na gagawin mo,

open mo yung faucet, tapos iwe-wet mo yung hands mo” alam mo yon? Sobrang basic. ‘Di

katulad sa mga regular na set-up eto yung way ng pagwa-wash ng hands, o sige ayan tapos.

Naiintindihan ka na nila. Sa autism, effective sa knaila kapag naka-task analysis para ‘di sila

masyadong ma rumble-rumble.

Q: Pag-usapan naman po natin yung relationship with the parents. Kanina po marami kayong

nababanggit na, may mga certain na nakaka-discourage na po, pa’no po ninyo made-describe

yung relationship ninyo with the parents and gaano ka-importante yung parent involvement pos a

learning ng mga anak nila?

A: Iba-iba yung mga parents na ma-e-encounter mo. May mga parents na natanggap na yung

case ng mga anak nila. Merong nakikipag-bargain pa na “Hindi, ADHD lang yan” pero

nakalagay sa assessment na child with autism nga. Iyon, iba-iba yun, depende sa magulang. May

natanggap na nila, may nagba-bargain pa sila, or may totally ‘fi pa nila natatanggap. So,

pagkaganon yung mga cases iba-iba yung pagdi-deal mo. As much as possible, friend ko yung

parent ‘di yung tinitingnan nila ako as staff. Minsan ang pino-problema ko sa parents, eh yung
 Impact of Autism 109

sobrang younger ako, parang tina-try nilang i-manipulate ako. Siyempre natural yon eh, Filipino

style yon eh. Pag mas bata ka, aanuhin ka ng mga magulang. Taken na teacher ka nila (autistic

kids), kailangan maging strict ka din sa position mo na, “Hindi, ito yung position ko” sila yung

susunod sa akin. K’se minsan “Teacher, turuan nyo na ngang mag-read yan k’se ganyan-ganyan

yan.” Sige pero alam mo yon? “Hello? Marunong ka pa sa ‘min. May IEP yan.” Do’n sa

involvement ng parents, sobrang importante yan k’se for me, useless ang pag-aaral ng bata kung

walang involvement ng mga parents. K’se kahit sabihin mong nagsku-school yan, mahaba pa rin

yung oras nila na nasa bahay nila. Halimbawa, maraming beses na na-e-encounter ko ‘to.

Tuturuan mo yung bata sa pagto-toilet. Pagdating sa bahay, naka-Pampers. Do you think napa-

practice nila yung tinuturo mo? Siyempre hindi. So, ngayon, the more nakikipag-cooperate yung

parents sa iyo, mas yung natututunan ng mga bata. Parang yung ano working namin, hand-in-

hand, tulong-tulong kayo, na parang ‘O ganito sa school’. Padalhan mo yung mga parents ng

mga reports, ng mga strategy na dapat nilang gawin tapos makikipag-usap sa iyo yung mga

parents kung ano yung nangyari, ganyan. So yon kung nakikipag-cooperate sa iyo, sobrang okay

na yon. Magaan para sa iyo na magturo ng bata pero karamihan sa mga parents na in denial pa or

nasa bargaining stage pa, ang hirap k’se alam mo yon? Parang lagi kang dead end na “kayak o

nga dinala sa inyo, para maturuan ninyo.” Parang ‘di ba? Di kami 24/7 na nakabantay sa bata, ‘di

naming mamo-monitor yung bata every now and then. So, mas mahaba pa rin yung oras sa inyo.

Kaya pagdating sa bahay parang balewala. Tapos tatanungin ka nila, “Teacher, bakit pag sa inyo

sumusunod, pag sa amin, hindi?” Parang gusto mo sabihin, “Hello? Makipag-cooperate kaya

kayo para maintindihan ninyo kung bakit.” K’se gusto ng ibang parents na magbabayad sila sa

inyo para maturuan mo yung bata, gusto nila wala silang ginagawang part para matuto yung bata,

kaya parang “Hello? Magic ba yon?” So yun yung number one na ano, may maririnig ka na
 Impact of Autism 110

parang ipinapamukha nila sa iyo na nagbayad sila and ‘di ka effective. Alam mo yon? ‘So, yon

nakakadiscourage. Parang ikaw ginagawa mo yung best mo tapos wala kang makikita sa

kanilang difference, tapos sila pa yung magrereklamo. Parang “Sige, turuan mo yung anak mo,

sa iyo na yung binabayad mo” parang gusto mong sabihin yon. So, pero hindi yon, sabi ko nga sa

iyo, ‘di mo sila pwedeng ganonin. K’se di naman ikaw yung gigising sa umaga na tititigan mo

yung anak mo. K’se for me, sabi nga nila, i-put yung sarili mo sa shoes ng mga parents para

maintindihan mo sila. K’se siyempre masakit yon, lalo na sa isang nanay, masakit yon na

makikita mo yung anak mo na “Anon a yung magiging future niya?” And lalo na sa isang tatay

na insulto para sa kanya yon. Sa totoo lang, parang tatlong tatay lang yung nakikipag-cooperate

sa amin. Yung iba diyan, sasaktan pa yung anak nila k’se ‘di nga nila mapasunod. Makikita mo

na lang may pasa, sabihin nila nabangga. Alam mo yon? Parang kung nakikipag-cooperate lang

sana kayo, ‘di kayo mahihirapan na i-manage yung mga anak ninyo. So, kapag okay yung

magulang, okay yung learning ng bata, mas mabilis.mas makikita mo yung effect ng program,

kung hindi balewala yung program nung bata.

Q: Ano po yung common concerns ng mga parents sa learning ng kids nila? Ano po yung

common na sinasabi nila sa inyo o kino-complain?

A: …Actually ang maririnig mo na complain ano eh, don sa mga ‘di cooperative na magulang.

Ang lalakas ng loob nilang mag-complain, ayaw naman nilang maki-cooperate. Sa mga

cooperative, wala naman silang kino-complain k’se nga susundin mo yung IEP, yun yung

program mo for the whole year. As of now, wala akong magulang na masyadong nagco-

complain. Yun yung mga dati-dati yon… Pero alam mo, matatawa ka na lang rin sa mga batang
 Impact of Autism 111

‘yan. Alam mo yon? Yung ‘di mo na-e-encounter sa, sa regular world, alam mo, ‘di ka maiinis

actually, matatawa ka pa. Kaya nga alam mo, minsan tinatanon gnila ako kung ano daw yung

secret para ‘di ka raw tumatanda? Magturo ka raw ng special kids. Actually, oo. Matatawa ka sa

mga pinaggagawa nila. Minsan, pag kami-kami na lang yung magkakaharap, nagtatawanan na

lang kami… Parang “O ayan ma-e-encounter mo ba yan sa real world?”… Pero parang you learn

to appreaciate this children, ‘di naman gawin mo silang katawa-tawa pero meron talga silang

gingawa na matatawa ka talaga. Pwede mo naman i-enjoy yung pagtuturo. Kaya nga minsan

parang nagtataka kami, “Bakit yung iba bwisit na bwisit turuan yung special child na yan?” Pero

kung i-a-appreciate mo lang yung mga pinaggagagawa nila, i-appreciate mo lang sila, ‘di sila

mahirap tanggapin. Kaya sinasabi ko sa mga magulang the fact na makahawak na siya ng pencil,

“Yehey! Nakahawak na siya na ng pencil after ng isang taon.” Kailangan ma-appreaciate mo

yon. Ta’s ikaw din kailangan makikita ng parent s na na-aapreciate mo sila para sila din, ma-

adopt yung behavior mo, ganon. Ma-appreciate na rin nila. Kahit na minsan gusto mo na silang

sabunutan, ihagis, kapag kami-kami na lang yung magkakaharap, ina-ano na lang namin, parang

tini-treat na lang siya namin na fun para ‘di na rin kami ma-buwisit. K’se kung bubuwisitin mo

yung sarili mo, kaasaran mo lahat ng bagay, mabubuwisit ka talaga. Minsan nga pag may teacher

na nabubuwisit na “Ano, nabubuwisit ka na? Tatalon ka na? Sige pakamatay ka na.” Alam mo

yon, parang minsan ginagawa na lang naming katatawanan. Para di na rin mabigat sa loob

namin, tumawa ka na lang. Pero ikaw as teacher kapag nakikita mo na yung kasama na-aano na,

sabihin mo rin na para ‘di maging burden sa kanya, para ‘di rin siya mahirapan na magturo ng

mga bata. Kaya dapat ma-appreciate mo yung mga bata. Pero sabi ko nga sa iyo, minsan naba-

bad trip na ako. Pero okay lang. Parang minsan nga nahahawa ka na sa kanila. Minsan makikita
 Impact of Autism 112

mong may na-a-adopt kang mga behavior nila k’se lagi mo silang kasama. So, ayon nakakatuwa.

Comedy yung school… Kaya nga minsan na-adopt na, naku special na rin tayo...

Q: Balikan po natin yung IEP po, yung pagpa-plan po ba n’on? Kasama yung mga parents?

A: Oo. Importante na kasama yung parents. Ganito, kung kaya nyon isama yung developmental

pedia (pediatrician), kasama ‘yon. K’se group yon eh, yung therapist, speech pathologist,

kumpleto. Lahat ng nag-aano sa bata, kaso kadalasan sa amin ‘di kasama yung mga doctors k’se

ang hirap na magpa-schedule sa kanila… Sa IEP, importante yung invovlement ng magulang.

Importante na yung gagawin ninyo mai-a-adopt ng magulang sa bahay. ‘Dipwede yung gagawa

ka puro ikaw lang, ikaw lang. Kailangan lahat ng pwedeng kasama, tulungan kayo para maging

effective sa bata.

Q: Yung mga SPEd teachers po, ano ba yung dapat na i-expect nila pag nag-handle na sila ng

mga ganitong mga estudyante?

A: Unang-una kailangan, may heart sila sa pagtuturo. Yun yung sobrang importante. K’se nga

sabi ng teacher ko, kung titignan mo yung pagtuturo, kahit ‘di sa mga special child, kahit sa mga

regualr na mga bata, na as profession lang, ‘di ka magiging effective. Halimbawa, iisipin mo na

malaki yung bayad? ‘Di ka magiging effective. K’se kailangan meron kang heart sa pagtuturo

lalo na sa mga batang yun nga, special. And yun nga, dapat may napakahaba kang pasensya. And

don’t expect too much from them. Although ‘di ko sinasabi na ma-kontento ka na sa kung ano

yung kaya nilang gawin, alamin mo kung ano yung limit nila. And kung ano yung limit nila,
 Impact of Autism 113

that’s it for the day then go for the other day. Huwag mo silang masyadong pine-pressure.

Iwasan mo yung mga bata ma-stress k’se minsan yun yung mga dahilan kung bakit ‘di nila love

yung school, or kung bakit, kung bakit madalas nagta-tantrums sila. Eh, ‘di ba as much as

possible dapat iwasan nga natin yun ‘di ba? So bakit mo ipapa-feel sa kanila na mabigat para sa

kanila yung school. So yon, yung kailangan dapat may heart sila and love nila yung work nila

whether kumikita sila ng malaki o ng maliit, ‘di importante yon…

Q: Sa tingin po ninyo ano po kaya yung mga parents for not involving so much sa learning or sa

program nung anak nila? And ano po kaya pwedeng gawin para ma-improve yung involvement

nila?

A: Ahmm, sabi ko nga sa iyo kanina, depende yon sa magulang, merong na-accept na, may

nagba-bargain pa lang, meron ding totally di pa na-a-accept. Pag ganon, counselling. Actually,

pag nagtuturo ka ng special child, you should be a counselor. K’se kailangan mo silang

intindihin. Pagnagtuturo ka ng special child, ‘di lang yung anak yung kliyente mo, pati magulang

kliyente mo, pati mga kapatid kliyente mo. K’se kailangan eh, halimbawa yung mga kapatid,

kailangan maintindihan nila yung case ng kapatid nila. Kailangang maipa-appreciate mo sa

kanila yung mga kapatid nila. Kumbaga you’re a counselor for the parent, sa mga siblings.

Kahat. Kailangan mo silang intindihin. Kailangan ipaalam mo sakanila na ito dapat yung gawin,

yung nganon. In time siguro, matututunan din nila yon. And yun nga, kailangan ipakita mo rin sa

magulang na naa-apreciate mo yung mga anak nila kahit sa mga maliliit na magulang. K’se may

mga ma-e-encounter kang magulang na “Ano naman, nakahawak lang ng pencil? ‘Di pa naaman

marunong magsulat.” Kailangan maipaintindi mo sa kanila na “Big deal na po yan. Nakahawak

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na siya, tamang paghawak ng pencil.” Ayon, ikaw rin as teacher, kung ‘di ka marunong mag-

appreciate ng estudyante mo, definitely ‘di rin maa-appreciate ng magulang. Parang pag nakikita

nilang positive ka sa mga anak nila, mari-realize nila na yung mga teachers nga na ‘di nila

kadugo naa-appreciate yung anak ko, bakit akong magulang na, nanay ako, tatay ako? So yon

ma-a-adopt nila.

Q: Ma’am, pa’no po ninyo namo-monitor, ‘di ba sabi ninyo dapat na ipa-appreciate po yung

progress ng bata, yung mga little things na a-achieve nung mga bata? Pa’no po ninyo namo-

monitor and kino-communicate sa mga parents?

A: Meron kaming narrative report every, every quarter. Bukod don, sa mga early intervention

namin, nino-note namin samga notebook ‘yon everyday and binibigay namin yon every Friday.

So para namo-monitor nila. Yung malalaki namin, pinapauwi namin yung mga notebooks nila

para makita kung ano yung ginawa nila for the week. Tapos kung halimbawang may mga

questions, okay naman kami. They can call us, nag-aacept naman ako ng calls sa bahay. Ta’s

kung merong mga problema, tumatawag din sila sa amin.

Q: Na-mention niyno po yung importance ng relationship ninyo with the parents, how about sa

mga siblings? Pa’no ninyo made-describe yung relationship nyo? Yung relationship ninyo with

the parents and siblings, pan’no ‘to nakaka-apekto sa well-being ng estudyante ninyo?

A: Sa mga siblings k’se, tuwing Christmas k’se may nagka-carolling kami saka kapag may mga

ocassion, do’n ko lang na-e-encounter yung kapatid. Alam mo minsan k’se sa mga parents na na-
 Impact of Autism 115

accept na yung case ng anak nila, nagkakaproblema, nagje-jealous yung kapatid. ‘Bakit k’se

parang, puro sila na lang? Kailangan silang intindihin, k’se special sila” Minsan mas matanda

yung child with autism compared don sa kaptid kaya parang ‘Ako yung bata ah, bakit ako yung

iintindi? Bakit ako yung mag-aalaga sa kanya?” At a very age pa lang, dapat na ipa-appreciate o

ipaintindi yung situation ng kapatid niya.

Q: After po nating mapag-usapan yung mga discouragements, frutrations,punta naman po tayo

sa positive side, the brighter side. Ano po yung mga instances na pakiramdam nyo sobrang

fulfilling? Masasabi po ba ninyo na ito yung motivational factors niyo para mag-stay and

magturo?

A: … Pag kaibigan mo sila, aprang wala silang problema, nakakatuwa yon. K’se parang ‘di ba?

Parang ang gaan ng mundo sa kanila, parang bata sila forever. Ma-e-encourage ka ngumiti.