Supporting Autism in Early Childhood Education

One of every 36 children in the U.S. has been diagnosed with Autism—about four of every 100 boys and one of every 100 girls. Those numbers from 2020 are notably higher than in 2014 when one of every 68 children were affected. Early childhood education presents a golden opportunity to set up these children for academic success. Pre-K programs are especially important in ensuring children living with autism are ready for kindergarten both academically and socially. In addition, preschool programs can help identify children with autism who may not have been diagnosed and connect them and their families to resources they may have been unaware of.

Early Education Matters spoke about this important topic with Heather Eckner, the director of statewide education for the Autism Alliance of Michigan (AAOM) and a parent of two autistic children.

When asked how early childhood education, particularly pre-K education, helps prepare children living with autism for academic success, Eckner emphasized, “Research, studies, and data over time have made it quite clear that the first years of a child’s life really set a foundation for healthy development holistically. Whenever we think about the context for where that healthy development can best take place, the early childhood education setting is really critical. We know that kids who participate in preschool programs are more likely to continue on within the public school education system and have stronger outcomes. When we think specifically about children with autism, all of those important benefits and foundational skills are there. There’s the additional element of children with some additional needs coming into these settings and having that time and space to develop those foundational skills and to acclimate to the learning classroom environments.”

Eckner pointed out that children with autism often face notable challenges with peer interaction and communication. In a home setting, adults are usually very adaptive, accommodating to their child’s needs because they know them best. However, she noted, “Sometimes some of the child’s challenges don’t become evident until they are in another setting with same-age peers in a different environment, like the preschool setting. It’s really important for kids with disabilities like autism to have that exposure and those experiences. Another common characteristic of autistic kids is they are often picky eaters. Sometimes for autistic kids, it’s seeing other peers eating different foods that will spark them to be willing to try it.”

The early childhood education environment lays a foundation for helping children with autism prepare for their educational journey and future career. In Michigan, an individual with a disability can access educational resources all the way up to age 26.

When parents have a choice of programs, Eckner advises them to look for inclusive preschool environments. “Unfortunately, Michigan, compared to other states, is not doing as well in that area as we could and should be. There are decades of evidence that inclusive education environments benefit not only kids with disabilities like autism, but their nondisabled or neurotypical peers benefit … preparing kids to be a citizen in the world.”

Parents should also prioritize settings that utilize evidence-based programming, curriculums, supports, and interventions.

In cases where parents do not have a choice in preschool or pre-K programs, Eckner offers guidance on how they can still set their children up for success. She suggests that parents ask questions of the preschool program staff regarding how they support kids with additional needs, particularly if a medical evaluation is already in place. “A medical evaluation will have recommendations for accommodation and supports listed. Sharing that information with preschool staff is really important. And then that communication, having those conversations to say, ‘How can we best support this child in the environment with everything else that might be going on there?’ And it really is a continuous communication loop.”

Eckner highlights that in programs like Head Start or the Great Start Readiness Program (GSRP), staff are generally aware of the needs of children with disabilities. Therefore, effective communication between families and staff is essential to understand what supports are available and how they will be provided.

The question of whether preschoolers with autism should have an Individual Education Plan (IEP) in place is critical. Eckner explains, “In Michigan, everything under education for kids with disabilities or suspected of having a disability is governed by federal law, the Individuals with Disabilities Education Act, starting at birth and all the way up to age 26. The education system is obligated to identify kids who are suspected of having a disability, evaluate them to see if they’re eligible for services and supports, and put those individualized plans in place from the earliest, earliest stages.”

Eckner encourages families to contact their local school district if they have questions or concerns related to disability. This body is responsible for IDEA in their area and can conduct evaluations regardless of where the child attends preschool, providing an entry point for necessary support.

Early educators play a vital role in identifying children who may be living with undiagnosed autism. Eckner explains, “For some families, preschool is where they find out their child may need an evaluation to see if they have additional challenges or a diagnosable disability. This is where early childhood educators play a critical role. Teacher preparation programs prepare teachers to understand and recognize the signs of potential disabilities like autism. When a child does come into their classroom, they can catch some suspected displays, whether it’s behavior or communication, and start that process as early as possible for evaluation.” Adequate training and support for teachers are crucial due to this critical role.

Eckner notes the commitment made by Governor Whitmer in Michigan to roll out universal pre-K for four-year-olds. When this initiative is implemented, any preschool site that participates will fall under the federal obligations of IDEA, ensuring they are responsible for identifying children suspected of having disabilities, conducting evaluations, and providing appropriate supports if an IEP is established.

Parents seeking more information about navigating the education system for preschoolers with autism are encouraged to reach out to the AAOM MI Navigator Program. Eckner shares, “Our navigators are really great at answering any questions parents might have and then guiding them to appropriate resources. We know where the providers are. We know where you can get a shorter timeframe to get an evaluation. We’re able to answer those questions whenever it comes to supporting kids and families with autism.”

Another valuable resource is the Michigan Alliance for Families, which serves as a statewide parent training information center for children with disabilities. They offer regional parent mentors who are knowledgeable about local community resources. Eckner adds, “AAoM has a very close collaborative relationship with the Michigan Alliance for Families.”