My church bleeds the color blue. For those of you who only dream about such a beautiful understanding within your local community, here are some reasons every church needs Autism, among many other amazing traits our society labels as disabilities:
1. Brilliance- This is speculation, but consistent behaviors indicate that Einstein, Newton, Michaelangelo, and Mozart have had their genius affected by Autism. Imagine a day when history books contain the people in your life recognized by their ability through the lens of Autism. Encourage concrete thoughts, repetitive behavior, and the ability to memorize information easier than every neurotypical person in your church. Look for the genius, and the love of Christ will come naturally.
2. Occupational Therapy- There are two things we all need, Jesus and therapy. I’m not sure why it’s easier for us to accept Jesus, because my friends who receive OT have a much better understanding of communication than most adults I’ve encountered. Please, read this excerpt from the American Speech Language Hearing Association on how to teach adolescents on the Autism Spectrum to “hang” with peers. It’s eye-opening.
Four Steps of Communication
Step 1: Think about the person with whom you may communicate.
Ask yourself: What do I know about him/her (based on prior experiences or consideration of the current context)? Clinicians can help students recognize that hanging out or chatting requires thinking about the person even before we approach him/her. Consider:
- What do I remember about the person, if I’ve met him before? (Many students will say they remember nothing.)
- Teach students to infer what they may know or could guess about the person, even if they have never spoken to the person. For example, if the student attends the same school, then the other person likely lives in the same community, takes some of the same classes, may know some of the same people, etc.
Step 2: Establish physical presence.
Physically approach the person and establish appropriate physical distance, as well as a relaxed stance, arm gestures, posture, etc. Clinicians can emphasize that a person’s body is typically relaxed when sharing space with others. If someone is overly stiff, has his or her body subtly turned away from the communicative partners, or doesn’t fully enter the group, then that person will have difficulty engaging with the group.
Although it is tempting to tell students to use “the one-arm rule” when determining how far away to stand from another student, physical presence requires more nuanced use of the body. For example, a student can stand one arm’s length away from others and still have his shoulders or head awkwardly turned from the group.
Step 3: Think with your eyes.
Observe the communicative partner’s face and other situational cues to help determine what he or she is thinking or feeling, may already be discussing, or even if the student’s approach is welcomed.
As the student “thinks” with his or her eyes, the communicative partner is also noting that the student is thinking about the partner, which affirms the student’s intent to communicate. If a student enters a group or approaches another person and establishes physical presence, but does not use his or her eyes to think about the potential communicative partner, the communicative partner may be confused about the student’s intention.
These are the three primary steps needed for students to “hang” successfully with teenage peers. Often adolescents aren’t involved in deep conversations, but are instead listening to music, texting others, or playing video games while standing in a group. Clinicians may need to help their teenage students learn how to “hang” by co-existing and not constantly trying to find something to talk about. However, there is still a need to consider how to teach social language.
Step 4: Finally, use language to relate to others.
Connect with others in the group by using language. Clinicians can help the student learn that at times we all do “the social fake”—act as if we’re interested when we’re not. Although this strategy may sound disingenuous, the social-emotional process of friendship/classroom behavior is not about saying/doing what you want. It’s more about gauging what should be said (or not) to keep others thinking neutral or calm thoughts.
I have learned more about being PRESENT in a conversation from students with Asperger’s Syndrome than any other relationships in my life. Our churches need Autism because we all should learn how to love others and indulge in relationships that are socially uncomfortable. When we change our actions, we teach ourselves and our children to love every neighbor, in an inclusive environment. By their lack of communicative skills, people with Autism create a room full of genuine listeners. It’s a beautiful sight.
3. Sensory Stimulation- Who doesn’t want to flip out when we have to wear uncomfortable clothes, get overwhelmed, or lose control in our surroundings? Think about how great it would feel to enjoy some sensory experiences rather than stuff them down to go along with socially acceptable behavior. You may have heard it said, it’s a sin to bore a child with the bible. Children and adults with heightened senses make the church work more effectively at teaching and researching. When we work so that every person is engaged and encouraged in their abilities, we are doing Kingdom work, not just hard work.
Recently, we hosted a night out for caregivers, while our special needs ministry volunteers offered childcare. We lined the gymnasium with sensory activities, so that every child felt safe, secure and alive! We had play doh and drawing stations available for quieter stimulation, along with a bouncy castle, finger foods, textured sports balls, sitting scooters, and a mat with toys for anyone who laid down to play. Yes, it takes preparation and work to develop a church that embraces sensory needs, rather than ignores them. It is difficult, but worth every single second and dollar.
Church, we need to allow people the freedom to obsess about a topic for a while. Take it a step further and preach a sermon with Legos or Minecraft.
Learn to communicate when it’s uncomfortable, and repeat this type of communication until it becomes the norm, and therefore, comfort is unnecessary for relationship to occur.
Engage in music and motion to create an environment of physical expression as worship. When others are singing and moving, senses are alive.
Paul writes to the Corinthians that “Christ is just like the human body—a body is a unit and has many parts; and all the parts of the body are one body, even though there are many.” When I explained a special need to my 7 year old, I related it to an hemangioma, or strawberry birthmark, on her tummy. She loves her strawberry, and doesn’t want it removed because no one has told her it’s an imperfection. A couple of years ago, I made the mistake of telling her it would dissolve before she was a teenager. She was visibly upset that she would lose a defining characteristic of her body. The church needs Autism because it is part of the body. Let us not so flippantly remove such brilliance from the artistry of the image of Christ.