Introduction
Autism is a condition that affects a number of individuals around the globe. In the past scholars downplayed the condition with the thought that was a mental issue. However, the discovery that the condition is treatable and that people suffering from the condition can live normal lives changed the perspective held by the scholars. Although the amount of information concerning autism is high, past researchers have covered areas that concern its management and integration people suffering from the disorder into the society. Apparently, a large amount of data availed by past literature demonstrates the various ways that people can help autistic victims to live normal lives and express themselves. Populations around the globe have always struggled with challenges that take place soon after one of their relations is diagnosed with autism. Conversely, with the advent of a high amount of data that provide remedies for the solution, the magnitude of these challenges has reduced.
In as much as the amounts of information on the management of autism are relatively high, very little information exists on the importance of social stories and their effectiveness in training autistic students. Reynhout and Carter (2006), as well as Kuoch and Mirenda (2003), assert that social stories are crucial in the life of autistic learners. Besides being pivotal among normal children, the role played by social stories is one that scholars in the field of education cannot underscore. Social stories have a range of benefits that can help in effectively addressing the challenges faced by young learners suffering from autism. Furthermore, when used by trainers in an informed manner, social stories can help autistic children develop values that revolve around relating well with others, expressing their emotions assertively, and sharing their experiences openly without fear (Quirmbach, Lincoln, Feinberg-Gizzo, Ingersoll, & Andrews, 2009). By developing these values, autistic children not only excel in their education but also lead successful lives after their training.
The literature review looks into the importance of social stories and the role that they play in the education of children who have autism. To explain the relevance of the stories in combating learning problems experienced by autistic children comprehensively, the review examines the scale of preparedness among teachers to use social stories. Moreover, the review assesses the effectiveness of the stories and the benefits that came along with their use. Some of the benefits that the research addresses include professional development and character modeling. Leaf et al. (2016), Sansosti (2008), and Hutchins and Prelock (2013) explain that by elaborating the benefits accrued from a well-designed use of social stories in helping autism, the researchers provide an important reference, which amplifies the quest to manage issues relating to education and autism. Therefore, the literature review examines the effectiveness of social stories in learning and the perception of teachers on the use of social stories in training students with autism.
Body
Perceptions of Teachers to Use Social Stories to Train Autistic Children
Changing perceptions and increased understanding of autism. Over the recent past, there has been a shift in the perceptions held by society concerning autism. Unlike in the earlier periods when people regarded the disorder as a mental problem, the present society knows that autism is a manageable challenge. The changing perceptions have also initiated a wide spectrum of research from scholars who have delved into the field and came up with a vast amount of information concerning the disorder. Some of the researchers who have done a study on the issue include Tincani and Shannon (2007) who covered issues relating to the management of autism among preschool going children. With the information, the attitude that teachers have towards victims suffering from the disorder has changed. Presently, activists are championing that governments should consider the disorder as a form of uniqueness and not a disease. According to Reynhout and Carter (2007), the fact that the disorder is manageable using social stories has opened a new chapter concerning the issue of training students with autism. In effect, the relevance of social stories in the management of autism is among the factors that determined the positive perception that contemporary teachers have towards training autistic students.
Another factor that informed the perception held by modern teachers towards students who have autism is the increased understanding of the disorder. Prior to the research on the challenge, little information hampered the training that teachers accorded to the victims. Since the disorder impairs people from sharing their emotions, trainers developed a negative attitude towards them (Adams, Gouvousis, VanLue, & Waldron, 2016). The attitude occasioned because autistic individuals isolate themselves and are slow learners, a phenomenon considered by past trainers as a sign of poor performance. However, with the advent of high information available on platforms such as print and online media, teachers have acquired a wide understanding of the disorder, its characteristics, and management. Reynhout and Carter (2009) and Sansosti and Powell-Smith (2006) explain that the perception of teachers towards young autistic individuals changed primarily because of the increased awareness concerning the disease. Currently, teachers understand the important role played by social stories in the lives of students suffering from autism. Increased understanding of autism, its nature, and its characteristics has also helped teachers instill values that make autistic victims augment their performance and interact well with their peers in and outside institutions of learning.
Education of caregivers. Education of caregivers on the uniqueness demonstrated by people suffering autism places them in a good position of dictating the perception held by trainers in schools. When teachers notice that caregivers love their autistic children, the likelihood that they eventually develop a positive attitude towards the children is high. However, when parents look at the children as lesser individuals and portray them negatively before the society, teachers develop a negative perception towards them (Bledsoe, Smith, & Simpson, 2003; Ozdemir, Universitesi, Fakultesi, & Bolumu, 2008). Therefore, the recent education of caregivers on the uniqueness of the disorder played a crucial role in changing the perceptions of teachers and informed their use of stories in training them. According to Lorimer, Simpson, Myles, and Ganz (2002), prior to the use of social stories in schools, parents who have autistic children should receive optimum education concerning their children so that they commence the procedure at home. By executing the procedure at home, parents prepare the children for school and make them ready to interact with their peers in school. Fundamentally, the development of a positive perception and the use of social stories is a process that begins at home before children join learning institutions.
Teacher’s Readiness to Use Social Stories to Train Autistic Children
To examine the readiness of teachers to use social stories in educating students who have autism effectively, the review looked into the factors that demonstrate their readiness. Using pictures, symbols, simple language, and the correct choice of words when narrating the stories to the children are some of the factors that demonstrated readiness from the teachers (British Broadcasting Corporation, 2007). Essentially, teachers employed these factors in order to ensure that children with autism acquired the skills and values that facilitate successful lives. According to Dev (2014), children suffering from autism are slow learners and need stories that are easy to read and understand. As a result, by using the outlined factors under the review, the teachers clarified their preparedness in using social stories to combat the challenges of autism among students.
Use of social stories that have pictures and symbols and simple language. Notably, autism is a condition that affects the level of learning and cognitive processes of individuals. People suffering from autism usually have problems relating to issues of life and emotions that are evident among others in the society (Dodd, Hupp, Jewell, & Krohn, 2008; Spencer, Simpson, & Lynch, 2008). Their slow process of learning implies that they cannot acquire skills and values by observing events around them but need explicit explanations. Using stories that have pictures and symbols is instrumental in elevating the scale of value and skill acquisition among autistic students. Alotaibi, Dimitriadi, and Kempe (2016) explicate that pictures and symbols are easy to memorize and by using them, teachers and caregivers get the attention of these sets of children and successfully instill values and knowledge to the young individuals. Besides reading social stories to the victims suffering from autism, teachers and caregivers can also give them the storybooks so that they read them at their convenience.
The stories read to the students need to be easy to understand. Notably, autism minimizes the capacity and memory of an individual. As such, the victims cannot grasp a large amount of information or complex phrases. Direct, precise, and succinct statements should be utilized in the social stories used to educate children who have autism. The social stories should also be specific and only address a single issue at a time. By addressing a single and specific issue at one given time, the children easily relate to the issue, and confusion becomes minimal. In the words of Hagiwara and Myles (1999), Reynhout and Carter (2011), as well as Ali and Frederickson (2006), social stories read to students who have autism need to address events that affect their daily experiences as well as uncertainties presented by life. The factor is one of those that explain the high intensity of preparedness among teachers training autistic students.
The correct choice of words and use of relative characters. Another factor used by teachers to confirm their preparedness is the correct choice of words in the social stories. To ensure that the stories reach the target students in the required content, teachers usually reword, rephrase, and repeat them until they are certain that the students have grasped the information. Due to their slow learning process and unwillingness to changes, repetition helps students who have autism to learn and understand the contents of a particular story (Haggerty, Black, & Smith, 2005; Kuttler, Myles, & Carlson, 1998). Moreover, by rewording and rephrasing the social stories, trainers rearticulate complex terms and narrate the story in a manner that the students can understand. In the perspective of Rust and Smith (2006) as well as Chan (2009), the right choice of words is one of the cornerstones that facilitate the efficient passage of information from teachers to autistic students. Critically, the use of complex phrases and long sentences confuses students who have autism.
Consequently, the use of relative characters is another factor that is useful in ascertaining teacher readiness to use social stories in enhancing the performance of children suffering from autism. When reading stories to these sets of students, trainers need to employ relative characters. For instance, when reading a story about a particular event, use family members and names that are known to the students. By using stories that the students can associate with, teachers create a connection between the student and the story being read to them (Olçay-Gül, & Tekin-Iftar, 2016; Gunn & Delafield-Butt, 2016; Engstrand & Roll‐Pettersson, 2014). Remarkably, the effectiveness of the social, story only transpires when the students connect themselves with its contents and associate with its characters. After connecting the story with their lives, the children will then undertake the actions executed by the characters used in the story, a factor that helps to inculcate values and good behavior among autistic students.
Benefits of Using Social Stories to Train Autistic Children
Professional development and character modeling. After assessing the perceptions that teachers have towards children with autism and examining their preparedness, the literature review sought to understand the various benefits associated with the use of social stories. Professional development, which is one of the benefits linked to the use of social stories to manage autism, takes effect when parents and trainers work together. Since social stories cover issues that affect the daily experiences of life, reading them to children suffering from the disorder helps to inculcate values in their lives. White, Keonig, and Scahill (2007) state that the slow nature of learning caused by autism makes teachers repeat the stories until they are sure that the children have understood and memorized the concepts espoused in these stories. Wise choice of stories that have relative events is one way of ensuring that children get values and skills that help foster their professional development.
On the other hand, character modeling is a benefit that takes place when parents and teachers relate the activities in the story with those expected from the child. Overtime autistic children listen to the stories and gradually come to terms with what their parents, teachers, and society expect from them. Issues relating to the expression of emotions and feelings become evident when stories read to them have explicit discussions on emotional expressions. Tears from the face of a character in the storybook or a smile from a happy character help autistic children understand the behavior of others around them. These expressions also help them learn how they should put across their feelings when they encounter various situations. Matson and Matson (2007) explain that when trainers use stories that have heroes who demonstrate values and read them to the children; the children develop a connection with the stories. After developing a connection these children begin doing the acts done by the heroes as they undertake their chores and interact with their friends, a factor that is core in character modeling.
Discussion
Summary of the Major Findings and Limitations of the Included Studies
Some of the major findings of the review include the perceptions of teachers towards autism and the use of social stories as well as their preparedness to use the stories in training autistic students. The review found out that the perceptions held by trainers have changed over time from negative to positive. Additionally, the review also discovered that teacher preparedness entails the utilization of activities such as pictures and symbols and simple language on the children. The study also found out the benefits that transpire after an organized use of social stories. The review discussed professional development and character modeling which are outcomes of optimum use of social stories in training autistic students.
Some of the limitations experienced while drafting the review include information from the sources used and their validity. As explained earlier, a large amount of information obtained from the sources covers various ways used in managing autism among students. However, very little information exists on how social stories can help to combat autism in school. Moreover, several sources used have not covered the perceptions held by teachers towards autism comprehensively, a phenomenon that limits the validity of the findings in the review. Consequently, some of the sources used by the review are outdated and not practical in the face of modernity. The findings from sources such as Hagiwara and Myles (1999) may not be useful in contemporary societies.
Conclusion
Autism is a condition that affects individuals all over the world. The effects of autism are detrimental to the cognitive development of an individual. People who have the condition are slow learners and fail to understand the various events that take place around them. The review discussed the effectiveness of social stories and the perceptions of teachers concerning the use of these stories. To enjoy the benefits accrued from the social stories that include professional development and character modeling, parents and trainers need to work together, understand the children, and use the stories in an organized manner. Notably, the major finding of the research revolved around the fact that autism is a manageable condition and that autistic individuals can live normal lives in the advent of organized treatment and education.
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