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The COVID-19 pandemic has illuminated preference of children with autism spectrum disorder of near average to above average intelligence (high functioning autism - HFA) for remote learning. While many children with HFA excel at the academic curriculum, the majority struggle with the so-called hidden curriculum, which includes such things as social rules and societal norms. Explicit teaching of the hidden curriculum is often lacking in mainstream education classes and can be a tremendous stumbling block for children with HFA. The result is often anxiety and depression which can be exacerbated or sometimes even caused by the intense demands for sociability and flexibility required in most mainstream educational settings. Remote learning, while not a legitimate option until now, has provided these children with an opportunity to flourish at home and improve not only their grades but also their mental health. While remote learning or hybrid models may continue to be appropriate for some children, understanding of the hidden curriculum is necessary beyond the school years. Both mental health and academic proficiency will flourish to the degree we are able to make the hidden curriculum more explicit to children with HFA.
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Child_Adolesc_Ment_Health
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Debate: Remote learning during COVID-19 for children with high functioning autism spectrum disorder
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