Are you an autistic teacher?

I am a teacher with no formal training - late diagnosed with Autism and ADHD. Having always structured lessons around my student's needs, post-diagnosis, I am only now starting to consider my own needs as a teacher with autism.

I feel uncomfortable with some students and cant be sure if what I'm feeling is because I am just missing a few fundamentals as a teacher or because I am allowing myself to be railroaded by new students because I believe in choice allowed students to dictate where we focus in session and reign them in if we end up on a tangent away from their goals. The newest student I'm working with has disclosed to me he has OCD and is a qualified teacher and used to be in the army - he's quite forceful and wanted to hit the ground running so because he opted for feedback in person (only because I gave him the option) which backfired on me as I didn't get chance to digest it alone. Whilst it was all positive, I feel under pressure to make the lesson balanced but feel I've put myself under unnecessary pressure to give him a return of investment when I cannot guarantee the results after this first set of sessions. But also I don't have the sessions mapped out and am working 10X harder to accommodate his needs and sacrificing my own. I realise I haven't helped matters by the way I set the expectations which I want to improve and create a framework for my lessons and maybe an online course they have to do first to ensure they're up to speed on the theory first as I don't want to work with everyone.

I'm keen to understand if anyone can relate and if you have any recommendations or advice. Meanwhile I am trying to create a framework for my lessons but have no resources to pull from and wanting to create more distance especially with new students to make a consious call as to whether I want to work with this person or not rather than just try and help everyone. As there are too many mandatory theory bits they need to know about the reality don't know about which I need to get down almost on a course to give myself some time to decide if they are a good fit for my brand and programme. 

Looking forward to hearing from you guys...

I am a Social Work Practice Teacher, meaning that I teach students on BA and MSc Social Work courses.

Things are a bit hectic this time of the year with students' portfolios to mark. and

I like being able to "think outside the box " and introduce my students to ideas from my earlier career as an NHS manager and my OU degree in public administration and psychology.  I really enjoy working with the more able students, who I can stretch. At university level it is not so much teaching as facilitating learning.

I have high-functioning autism as well. I am not diagnosed, but I put it together when I was going through it with my daughter. I'm a second career and I will be graduating this year and (hopefully) teaching next year. Prior to that I was in IT and then a school librarian which was what led me to teaching.

This summer I am teaching summer school for 4 hours a day - 1st graders. Although I am majoring in Elementary Ed, I think I should teach upper elementary or middle school now that I've had little ones non-stop for several hours a day. Little kids are very emotionally needy and I am not an emotional person. I don't smile enough and I'm just not "warm" enough for small kids. I do a good job, and my kids are kicking butt as far as making progress because I really am good at picking up what they are struggling with and presenting it in a way that works better for them. This is something I've always been good at. I used to tutor college algebra and could take a math illiterate and help them get a grade they were happy with in college algebra (many of them taking it for the second or even third time).

As far as "coming out" I won't. I'm already the odd duck out at the school where I work. I'm never included in things all of the rest of the staff are invited to, baby showers or potlucks or things like that. I just don't make friends easily. I'm very socially awkward, have a hard time making eye contact, and again, don't smile enough. Social interactions aren't natural. (In my head I tell myself, smile, make eye contact, etc) I may "come out" to students with autism in the future if I feel it may be helpful to the student to see a functional adult in their life with the same issues, but here is a stigma that comes with autism that I'm not comfortable having attached to me in a general way.

I am a teacher with autism. I have taught for over 20 years as a special education teacher that works with students that have an AS diagnosis. My experience has been extremely fraught- I really enjoy working with students and have particular skills for identifying problematic situations they may encounter. The hardest part, by a mile, is masking my disability. I see no format or context to openly share my disability and thus it makes it harder to also request the kinds of accommodations I might need that, say, a non-autistic person may not need at all. This is a considerable burden. I have a very difficult time with accepting nonsensical (in my opinion) policies and systems that impact the students I work with- often these involve things like the scheduling of classes or the use of instructional assistants, lack of differentiation, micromanaging by administrators or mind-numbing awful staff developments and staff meetings. I expend so much energy just being something I’m not or at least minimizing who I am.

Yes! I am officially diagnosed, and it was teaching that led me to pursue my diagnosis, after having met so many autistic students over the years and seeing myself in them, again and again.

I teach Latin - I joke that with all its rules and patterns and logic, it is a pretty autistic subject! I took it up simply because I loved it as a subject - I was dubious about whether I could teach it, but after 10 years running a large and successful department, it turns out that I can! I've always worked in boys' schools, although I am female... I find boys more straightforward to deal with, and girls' voices can be too shrill for me.

I'm very "out" at school - I think it is so important for my autistic students to have a role model who is proud of their autism, and who is academically and professionally successful.

To be honest, the students are the easy bit... yes, there's a lot of BS and unnecessary paperwork, but the joy of being out is that everyone is very understanding when you tell them that the unnecessary admin is in fact BS and you won't be doing it! I've got rid of some of the nonsense for everyone over the years just by speaking up - I think a lot of NTs are so worried about how to phrase things and how they'll come across that they don't say anything - whereas I have very little filter!

I did have a major issue with being used for cover - once my week is planned, it does not get unplanned, I don't care how many people are off sick - but there is now an agreement in place where I am never asked to do this. I also can't do lunch duty in the main hall as it echoes and the volume is just too much for me - I tried ear defenders but they press on my helix and tragus piercings - so again, I have to have outside duty, but that's not so bad. 

I think that, as long as you're honest from the start, firm, and don't let anyone try to get away with treating an "SEN" adult with less consideration than an SEN student, it's a profession that can work.

I am a teacher working through my first term assignment.  It has been a long journey, ever since I was in the education program, when I was finally diagnosed.  What has become painfully clear is how poorly the condition is understood in the professional environment, where teachers tend to be very judgemental and critical of one another's appearance and mannerisms.  Certain traits and eccentricities are accepted, while autistic traits hit the rumour mill pretty fast.  There are many aspects of the job that I do well at, and most of the constructed social environments are totally fine with me.  But those annoying chance encounters in the wild, 'how are you, how was your holiday?" moments totally throw me off.  I've come to the realization that I have to do my job as best as I can and not worry about the things that teachers, whom you would think would actually be the more tolerant types of people, are saying about me behind my back.  Speaking frankly, I think that autistic children are accepted, but many professionals revert to bigotry when they encounter an adult who is just as capable as themselves, but neurodiverse.

There is a tendency in our society to blame the victim rather than face the awkward truth that someone has been discriminated against.  This is precisely what I think is happening with adults who have this difference in their personalities.  People have a tendency to view 'people with poor social skills' as a problem, who are to blame for their own difficulties.  But these victims are not the ones who are socially excluding others, or ridiculing colleagues behind their backs.  While these traits might suggest a degree of social agility, I have to say, they are not virtuous or desirable.  So, what I mean to say is, our community stands to gain more virtue by being more accepting of people with autism, and acquiring more understanding of adults with the condition, than they would lose by risking social interaction with someone who is a bit different.

Hm.  There's a thought.  Is not fear of interacting with people who are different a different kind of social deficit?

I am a teacher working through my first term assignment.  It has been a long journey, ever since I was in the education program, when I was finally diagnosed.  What has become painfully clear is how poorly the condition is understood in the professional environment, where teachers tend to be very judgemental and critical of one another's appearance and mannerisms.  Certain traits and eccentricities are accepted, while autistic traits hit the rumour mill pretty fast.  There are many aspects of the job that I do well at, and most of the constructed social environments are totally fine with me.  But those annoying chance encounters in the wild, 'how are you, how was your holiday?" moments totally throw me off.  I've come to the realization that I have to do my job as best as I can and not worry about the things that teachers, whom you would think would actually be the more tolerant types of people, are saying about me behind my back.  Speaking frankly, I think that autistic children are accepted, but many professionals revert to bigotry when they encounter an adult who is just as capable as themselves, but neurodiverse.

There is a tendency in our society to blame the victim rather than face the awkward truth that someone has been discriminated against.  This is precisely what I think is happening with adults who have this difference in their personalities.  People have a tendency to view 'people with poor social skills' as a problem, who are to blame for their own difficulties.  But these victims are not the ones who are socially excluding others, or ridiculing colleagues behind their backs.  While these traits might suggest a degree of social agility, I have to say, they are not virtuous or desirable.  So, what I mean to say is, our community stands to gain more virtue by being more accepting of people with autism, and acquiring more understanding of adults with the condition, than they would lose by risking social interaction with someone who is a bit different.

Hm.  There's a thought.  Is not fear of interacting with people who are different a different kind of social deficit?

That sounds quite good 

Where I work and I know a few other places in local councils have flexible hours as it depends on funding so you can just do one or two classes if you wanted. So it's like an open contract.

That makes sense. I actually started off in adult education, I really enjoyed it but that was 15 years ago. I dont know what its like now.

Sorry you've been signed off. Hopefully now you can rest and recuperate. I work in adult education and its more about upskilling but it does feel like an exam factory at times. It's all geared up to finding a job.....a lot of my students come to the uk to find work....in modern society having a job is the main goal because it's difficult to live any other way.

Writing sounds good if that's your enjoyment. II'd like to become self employed in something then I've only got myself to answer to but I don't know what and with the way things currently are, it's probably best not changing just yet.

I am a teacher but I am currently signed off work by my doctor as I had a full on breakdown 3 weeks ago and havn't been able to go to work since. I work in a very macho envioronment in a sports department of a college and although they are lovely people I find the male macho thing quite overwhelming.

Previously I worked in secondary schools which was even worse, the endless exam pressure, the conformity of everyone having to have the same views and manners in the staffroom, it was horrible.

I often find I get on better with the students than the teachers

I really struggle with the conformity of school, I feel that we are training kids to be robots instead of individulas. Good little boys and girls that will grow up to fit in with the system and do as they are told by their bosses. I cant be like that and I always encourage my kids to be individuals. I once started a drum circle in form time in a comprehensive school lol.

Maybe because I was homeschooled myself I don't get the whole conformity thing

I tried to become the strict disciplinary teacher but it didn't suit me and made me a terrible teacher

I dont know if I will go back to teaching. I am a writer in my spare time and i want to focus on that

If I do go back to teaching I want to do it my way and not the rest of the worlds way 

I am! And honestly, being autistic doesn't stop me from following my true passion.

Business meetings, label "hell on earth", I am not socially competent so I do not engage with others, they seem to sense I am out of step and I become the "elephant in the room".

As to the business side of a meeting, everyone has an axe to grind and my logic and balance always upsets those who have an emotional attachment, so out of favour again.

My wiring is devoid of emotional attachment and I just get on with the job, empathetic yes, sympathy no.  It has never made any sense to me that I was a great teacher but I do not relate to people, I relate to animals and machines, how does that work?  I can only think I was an actor on a stage delivering a performance.

What's your favourite experiment to do in class that the students love? How do you feel now you have got a diagnosis?

Your experience of lockdown bringing difficulties to the surface seems to be a common one which I've read about on this forum before. not just for teachers.

One of the things I like about my job and where I work is pretty much the absence of office politics especially for the tutors. We don't have a common staff room or office that we share - while this means having to do it all from home, it offers flexibility and means we don't get caught up in any of that.

People do tend to come to me with their problems too....I feel that things don't really phase me. But on the other hand, some things can really get to me.

I have difficulties with my executive function too but because I have masked all my life no-one knows. Not even me till a few months ago. Things take just that bit more of an effort but for the same results. This coupled with perfectionist tendencies has caused a lot of stress in the past. But I'm working on this and know what I can get away with now.

Thank you for your contribution. Yes the paperwork is heavy but I think it's a trade-off - I feel I fit in very well where I work and enjoy the teaching side of things. Every job has it's pros and cons.

Sorry you ended your career the way you did. I think it's telling you speak better of the students than you do of your managers. I don't think I would ever want to be a manager. It was pretty much offered to me a few years ago (sort of "supervisor" level). I've worked at this level in retail before but that s different. I don't want to be responsible for other staff and having to attend meetings etc would be too much of a load. I feel colleagues look at you differently when you become a manager and I also like being on the periphery.

Sounds like you enjoy the teaching side of the job! Thats probably true of most teachers. Why do you think you might be on the spectrum? Now I have got my diagnosis, I can see how executive function difficulties can play a part with the non-teaching side of things. And also ruminating thoughts (ie struggling sometimes to switch off after work although this has improved massively since I first wrote this post 2 years ago). Also when I have been asked to change from my usual classroom or work in a different centre that can be diffcult. What's teaching from a cart? is that where all your resources are on a trolley and you just have to go into any classroom? I think I would find that difficult. I don't know if I could hang around with the students all day! It'd drive me mad I think.....need peace and quiet when not teaching!!!

Welcome to this forum greenchewie

Welcome to this forum 10k10k

Hello,

I am 74 and only recently realised I am autistic, I have suffered 70 years of hell and autism is the only key to unlock my life's experiences.  I am currently waiting to be assessed.

In 1986 I applied to be a Instructional Officer with the Skills Training Agency at Portsmouth.  After two exceedingly hard assessments I was accepted and undertook their training course, amazingly I fitted the role without any hiccups.  I then took over at Portsmouth Skill Centre teaching Industrial Electronics to adults.  This was a 38 week course using what was known as accelerated training to move people from nil knowledge to Level 2 C&G 224 in electronics.

I loved it and found that a semi formal relationship with each course was best, calling each other Mr. sadly we never had any ladies join.  This instilled some basic respect for each other, but it did not prevent the fun we all had.  I could empathise and communicate very easily with the students, delivery of the subject matter was straight forward and I thought I was part of a theatre rather than a grumpy master and "slaves".

I created more projects for the groups to expand their skills and a weekly test on a Friday morning.  This instilled some acceptance of tests as a natural event, because I made it fun on a Monday to review it.  When it came to the C&G exams they were all better equipped to sit and work on their papers, that is not to say there weren't a few of them in the toilet some time before the start!  Students from my mate's class Radio & TV had a similar exam for their C&G and they were definitely disadvantaged by not exploring exam processes.

The problem with generating more is the following paperwork maintenance, marking all day Saturday for instance.  During my time in the civil service I took more qualifications to head up towards full teacher status. 

It was very rewarding to change peoples lives completely, I assisted them in doing c.v.'s etc and moving into full time employment, so in a year they had gone from dole queue to jobs and stability.

Unfortunately the government in its wisdom thought the Centres were a waste of tax payers money and shut the lot.  The U.K. lost the finest training organisation in the world.  You could learn any skill you wanted, you needed to make the effort to live where the training was available, in Radio & TV, a chap came up from Cornwall to study, living in a caravan because there was no Radio & TV in his area.  On our site you could learn bricklaying, hairdressing, white goods maintenance, welding, milling, turning, car bodywork, carpentry, plant maintenance, car mechanics, h.g.v. maintenance as well as the two electronics topics I have mentioned.  The other day I discovered the man that cuts my hair was trained at Bristol S.C. he is very good and I knew that before he revealed his training.

So in in 1990 I was thrust into commercial training and worked freelance until 1992 when I obtained a full time position as an Electronics Tutor with Portsmouth Itec.  Again, I did not have any issues delivering the topic, this time the students were 16 years old straight from school.  The ethos there was to be budy, budy, on first names, which in my opinion did not work on any level.  There was no respect from the students and they did not come to grips with the reality of a working life, they had two years to gain qualifications and many of them were pushed through by the management's needs rather than expert skill.  I continued my studies and eventually gained a Cert Ed from Portsmouth Uni.  Redundancy loomed again when Portsmouth City Council dumped the Itec in 1997.

During this period I had joined the Adult Literacy Basic Skills Unit in Portsmouth (ALBSU) and took their qualifications in teaching.  I taught people with literacy issues some basic skills in computing, they loved it and so did I.  I qualified as a teacher of English because there was no relevant option and I had to be qualified in something.  The students were all ages and all educationally challenged, it was the best Wednesday evenings ever.  ALBSU was again dumped by the establishment and given over to colleges to provide the service, so I became a college lecturer, it was enjoyable I had no problems with teaching and the students, only with the management and we parted company.

So in 1997 I started work with an engineering training organisation, which I will not name to protect the guilty, it was very hard word as a manager trying to pull together a failing department and deliver the education needed by apprentices in various companies.  I had no problem with the hard work required because I work hard naturally, the unit I managed slowly came together and I managed to survive some intense assessment for a quality qualification the company needed.  However the upper management were bullies and their actions towards me lead to my total meltdown on Friday 13th November 1998.

I have never worked since, I did engage in thereaputic work to overcome my mental health problems and became a tree feller.  The thing that is now annoying me is, the medics pulling my head apart had all they needed to see I was autistic but never made the connection.  It may have changed they way I have been treated since.  To sum it up, as an autistic person I loved education and teaching, I found it difficult to be an academic chasing qualifications because of ADHD and Autism, schooling was a nightmare but that is another more harrowing story.

Education is not for many autistic people, even those like me on a high function rating, during your practical experience on training courses think long and hard about how you fit, how do your wiring traits match the work load you face and do not underestimate the paperwork load, today all jobs are about proving you have done the job rather than did you really do it.  It wrecks the careers that people really love to do, take nursing, how much actual nursing takes place and how much is paperwork saying it is done.

Have a look at first-rate-teachers.org and download their papers, it offers what you need to do a good job.