Living With Autism
Living With Autism
Living With Autism
Abstract
This field study aimed at exploring how individuals with autism affect the different aspects of
the lives of their families, and how society perceives them. Society’s perception of autism is
influenced by films, two of which that were analyzed were consistent in portraying individuals
with autism to the symptoms presented in the two primers that were content-analyzed. Interviews
of six parents, five siblings, and seven intervention professionals provided insights on their
perception of, attitude towards, and dealing with affected individuals. Attribution, attitude and
how the parents come to accepting the situation were the key factors that determine how the
family deals and collaborate in the intervention program.
Impact of Autism 3
(McKean, 1994)
A world of their own or unbreakable silence: these are the common notions linked to the
condition of individuals with autism. Individuals with autism seem to have their minds drifting in
some distant place and there seems to be no way that one can reach and take them back, or rather
to bring them to the world as we know it, because in the first place, individuals with autism seem
to have never been part of our world. They laugh and cry for apparently no reason or if there is,
we don’t know why. One outstretches their hand yet no matter how tight one’s hug is, an
individual with autism doesn’t seem to feel it and be the same way back…
People have vague and oftentimes wrong ideas about autism. The general public seems
to be clueless what autism really is and what it takes in dealing with the condition despite the fact
that there are many families and individuals affected by the condition. In every 10,000 births, it
is likely that 15-23 are born with autism (Entienza, 1996.) And yet the understanding about
Impact of Autism 4
autism is inversely proportional to these statistics and much less is the attention and proper
intervention given to the affected individuals and families. Among the approximately 90,000-
138,000 Filipinos with autism about 2% only have been diagnosed and approximately only 5%
of whom are being provided appropriate intervention (Japa, 1995 as cited by Entienza, 1996).
Hence, the need for deeper understanding is a worthwhile pursuit. The objectives of the study are
divided into three major divisions: 1) Perception, 2) Attitude, and 3) Coping; from which the
information from the parents, siblings and educators shall be subsumed and divided. More than
being able to understand what autism is, the experience of living and dealing with someone with
autism, the diversity and commonality thereof, are of importance to the research. How does
being with a person with autism affect interpersonal dynamics between and among people on
his/her immediate circle? This is the question the researchers tried to answer with their
investigation. While the research is primarily centered on the effects of the disability to the
family and those who directly help or support, it was also important for the researchers to
understand what autism is to have a better grasp on the context of the research. A clear definition
of autism was formed both from a clinical and a non-clinical perspective. Autism is a severely
incapacitating, lifelong disability that becomes evident by the age of three (Ticar, 2002.)
According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR), autism is
a pervasive developmental disorder that affects the person’s disability to establish relationships
and communicate with other people (Cohen, 1998) due to communicative, emotional, social and
1996.) It is a developmental disorder in that “the individual is born with it or is born with the
potential for developing” (Siegel, 1996.) It affects the way the individual perceives and
assimilates the stimuli from the environment and the process of learning from them (Siegel,
Impact of Autism 5
1996.) Individuals with autism are described to have impaired communication, dysfunctional
The condition of autism in the family affects the lifestyle due to complex stressors
arising. From the seemingly normal physical appearance, the condition is masked and diagnosis
is difficult to obtain for a variety of reasons. The family, especially the parents, has to deal with
behavior insisting on routine and obsession and resisting change and norm, emotional non-
reciprocity and failure in communication, and tantrums and/or damaging acts (Randall & Parker,
1999.) Understanding the disability was emphasized in the context of the family of the individual
with autism, how it affects them and how they cope with the situation. (Del Mundo, 2003). Many
The course of events from speculation to diagnosis and to intervention beset parents into
a series of emotional phases (Trepagnier, 1999.) Diagnosis of autism earlier prevents further
stress for the family because the process of accepting and understanding will come earlier,
enabling them to know how to deal with the family member with autism. Generally, stress arises
from the cognitive inabilities that result to the symptoms or signs associated with autism, which
includes failure to communicate and form social relations, occurrence of self-injurious behavior,
tantrums, and obsessive/compulsive behavior and dependency on many activities (Liwag, 1989,
as cited in Randall & Parker, 1999.) There are miscommunications due to lack of speech,
misbehavior, tantrums and bad behaviors. (Dy, 1989; Liwag, 1987 as cited by Entienza, 1996.)
The degree of severity of the condition is directly proportional to the amount of stress
experienced by the people involved with the person with autism (Dunn et al, 2001.) Many
Impact of Autism 6
aspects of the family life are affected by the condition of autism in the family such as marital
relationships between the parents, sibling relationships, relationships with other relatives, friends
and neighbors, housekeeping and finances, needs of the other children, family leisure activities,
personal development of the family members most of all the physical, mental, emotional and
psychological well-being (Trepagnier, 1999; Randall, & Parker, 1999.) Compared to parents of
non-affected children or with other disabilities, there are higher reports of marital discord
between parents of children with autism (DeMyer, 1979; Rodrigue et al., 1990; Donovan, 1988;
as cited in Dunn et al, 2001). Also they are more susceptible to depression (DeMyer, 1979 as
cited in Dunn et al, 2001) and even isolation (Marcus, 1977 as cited in Dunn et al.)
Irrespective of the disability, the parents experience various reactions with regards to the
condition (Frude, 1992 as cited in Randall & Parker, 1999.) But parents of children with autism
are subjected more to stress than parents of children with other disabilities (Dunn et al, 2001.)
Parents may undergo periods of depression (Liwag, 1989 as cited in Randall & Parker, 1999) or
may feel helpless and inadequate, angry, guilty or shocked about having a member of their
family affected with autism (Frude, 1992 as cited in Randall & Parker, 1999.) One of the
strategies parents use is self-blame, more so the mothers because they are the ones taking care of
the children, use in coping to the situation prior to diagnosis. Liwag (1989, as cited in Randall,
1999) discusses that these negative feelings may be further encouraged by the reactions or
attitudes of the relatives or friends insinuating that if it hadn’t been by the parental lack of
positive emotional responses to the child, the situation would have been different. Hence, parents
tend to blame themselves. The apparently normal physical appearance then eventual discovery of
the situation intensifies the emotional experience of the parents (Randall, 1995 as cited in
Randall & Parker, 1999.) Trepagnier (1999) discusses that parents, especially first-time parents,
Impact of Autism 7
may not even suspect that their child is any different from the other children. Acceptance of the
situation comes to be a difficult and gradual process because it must dawn to the parents first that
their child, although appearing normal, will not be able to realize the expectations parents have
for them (Harris, 1984 as cited in Randall & Parker, 1999.) Emotional conflict arises from polar
feelings of “hoping for the best” and despair upon diagnosis that compels them to contemplate
on their plans and dreams for their child. This kind of thinking brings pain to the parents
(Trepagnier, 1999). Also upon the realization that their child will never be normal, does the
tendency of the individual with autism to be dependent throughout his/her lifetime becomes a
major concern of the parents. The parents worry about the future of their child on their death
given this tendency. This thought provokes constant parental anxiety (Randall & Parker, 1999.)
But obtaining a diagnosis could also be a shift from confusion to relief, although tinged with
sadness, upon acquiring the answer to “why my child acts this way” to a question of what to do
The condition of autism also affects the parents’ self-perception with regards to their
conditions affect (Holroyd & MacArthur, 1976; Bouma & Schweitzer, 1990; Bagenholm &
Gillberg, 1991; and Fisman & Wolf, 1991 as cited in Randall & Parker, 1999.) Self-reports of
mothers of individuals with autism on parenting competence, marital satisfaction and family
adaptability are comparatively lower than that of mothers of individuals with Down’s syndrome
(Rodrigue, Morgan, & Geffken, 1990, as cited in Dunn et al, 1999.) Due to the stress involved
which seems to escalate through the life development of the affected individual, eventual
capitulating is exhibited to the individual with autism by their parents unlike parents of persons
with Down’s syndrome. In this study of 20 families with a member affected by Down’s
Impact of Autism 8
syndrome and 19 families with family members with autism show that mothers of children with
autism “report poor attachment and less gratification from their children with autism than do
mothers of Down’s syndrome children” (Hoppes & Harris, 1990 as cited in Randall, & Parker,
1999.) This can be traced as caused by the deficiency in interpersonal skills of the individual
with autism, thereby adding to the stress experienced. A comparative study (Donovan, 1988, as
cited in Dunn et al, 2001) of parents of adolescents affected either with autism or Down’s
syndrome showed that there are more reports of difficulties on handling behavior, limitations
brought by physical disabilities, which are not compensated even with self-help skills on
adolescents with autism than on adolescents with Down’s syndrome. An empirical research
conducted by Corpus (1986) about mother’s perception on autism and their child-rearing
practices and its relationship with different variables such as mother’s age, closeness of the
family and number of hours spent with the child with autism. Through researcher-designed
questionnaires, (Perception on Autism Scale and Child-Rearing Practice Scale), the study found
out that there are significant differences in perception and child-rearing practices across these
variables. Positive relationships were found on mother’s frequency of contact with her child with
autism and their child-rearing practices, mother’s perception and their child-rearing practices.
The study also found out that Filipino families with children with autism are moderately to
“slightly close”, where mothers spend 1-4 hours in a day average with the affected child. The
more hours spent with the child, the more positive perception the mother has. The closer the
family relationships are, the more positive the mother’s perception on the behavior of child,
making Filipino mothers generally exhibit positive ways of controlling behavior. Mothers with
fewer children have more positive child-rearing practices. Older mothers have more positive
child-rearing techniques and are more adept in perceiving their child’s need. The reactions and
Impact of Autism 9
attitudes towards autism and the condition of having a child with autism also differ between
fathers and mothers (Randall & Parker, 1999.) More fathers than mothers tend to adapt a more
positive and optimistic view, whereas mothers concern is brought about by the uncertainty,
immense (im)possibilities and difficulties that they may encounter in the future. Insecurity and
despair arise, and “more mothers than fathers were more likely to feel scared and anxious about
obstacles” that might befall them (Randall & Parker, 1999.) Also the stress experienced by the
parents may differ between the mothers and fathers. Due to the longer amount of time spent with
their child with autism, mothers are at a higher risk than the fathers to experience long-term
stress but this does not necessarily mean that the fathers are not vulnerable to the amount of
stress but may only be experiencing it in a different way (Liwag, 1989 as cited in Randall &
Parker, 1999.)
There is a strong correlation between the early sibling interactions and of the possible
relationships that would be formed eventually between siblings. Intimate and supportive sibling
relationships tend to arise from early positive interactions and unhealthy or distant relationships
from negative early interactions like exhibited physical aggression (Zetlin 1986, as cited in Barry
& Singer, 2001, Dunn & Kendrick, 1982 as cited in Randall & Parker, 1999.) More susceptible
to negative sibling relationships are between non-affected siblings and individuals with autism as
individuals with autism (Barry & Singer, 2001.) These inabilities of the individual with autism
also cause the siblings to feel ‘obliged’ to compensate for those limitations (Howlin, 1988 as
cited in Randall & Parker, 1999) or feel pressured to meet the parents’ expectations (Seligman,
1991 as cited in Randall & Parker, 1999.) Also stress is experienced by the siblings of
Impact of Autism 10
individuals with autism as there are more psychological adjustments demanded from siblings of
individuals with autism (Randall & Parker, 1999.) Feelings of being ‘neglected’ also arise from
the siblings due to the amount of time and attention given by parents to their sibling with autism
to meet the special needs as found in DeMyer’s comparative study (1979, as cited in Randall &
Parker, 1999) between 59 individuals with siblings affected with autism and 67 siblings of
normal children whereby 30% from the group affected by autism report so. Howlin’s (1988 as
cited in Randall & Parker, 1999) findings are consistent with that of DeMyer’s. Siblings may
also feel ashamed of having a sibling with autism (Harris, 1983 as cited in Randall & Parker,
1999) especially on instances that their sibling with autism exhibit behavior problems in the
presence of other people. Also, there were differences in male and female siblings’ feelings and
experiences. According to Ticar (2002), levels of involvement of brothers and sisters differ. The
female respondents spend more time and activities with their affected sibling because they were
expected by their parents to be more involved in taking care of their sibling with autism. Male
respondents were not expected to assist in the looking after their sibling with autism. Younger
siblings also tend to be more involved in the care of the sibling with autism, which might be
because “they assume a superordinate role” (Farber, 1960 as cited in Randall & Parker, 1999.)
This may lead to feelings of being burdened, guilt, anger, resentment and difficulties in
adjustment (Seligman, 1991; McHale et al, 1984 as cited in Randall & Parker, 1999.)
Although studies cited in Randall & Parker (1999) by Gath (1972), Lonsdale (1978) and
McHale et al (1984, 1986) have findings that say otherwise. Reports of some siblings of
individuals with autism does not indicate more difficulties experienced rather, on the contrary,
they find being able to deal with the condition is actually satisfying and fulfilling for them.
Grossman (1972, as cited in Randall & Parker, 1999) says that individuals with siblings affected
Impact of Autism 11
with autism tend to be more altruistic and idealistic, considerate and empathetic towards others
with difficulties as well. Due to having to cope with the inabilities and limitations of the
individual with autism, siblings tend to develop a higher sense of responsibility and maturity
(Howlin, 1988 as cited in Randall & Parker, 1999.) Adverse or advantageous the impacts that
may be, it is safe to say that indeed, having a sibling with autism significantly influence the life
Living with a child with special needs demands great deal of patience and understanding
for its family. Liwag (as cited in Randall & Parker, 1999) found that coping strategies, where
patience and understanding are crucial, that parents develop tend to evolve around prioritizing
the needs of the child with autism. As people have not been enrolled into an institution preparing
them to become the parent of a normal child, it is the same way that parents aren’t prepared to
become the parent of a child with a disability (Ticar, 2002.) Yet parents of children with autism
tend to more conscientious on the mistakes that they make. A mistake identified common among
the parents is the feeling that “they had given up too easily” and that they should have asked for
help first before giving up, or allowing themselves to be absorbed by the “depressing thought
To cope up with the situation, parents seek treatment and intervention (Trepagnier, 1999.)
Education and therapy is important as they help individuals with autism learn to cope more
effectively with their disability. (Brownell & Walter-Thomas, 2001) However, many parents
tend to hide their children with special needs as they are afraid of what other people might say
and they are anxious of how people might react. Del Mundo (2003) focused on the
environmental factors that support the development of individuals with autism such as the kind
Impact of Autism 12
of education obtained and the special care-giving techniques used when dealing with individuals
with autism. Orande (2002) carried out a study about different behavioral management
approaches used in dealing with individuals with autism. The following are some of the results of
the study: Frequently used behavioral management approaches are the positive and aversive
types used to eliminate or correct inappropriate behavior and positive approach (verbal guidance,
shaping, positive and negative reinforcement, stimulus change) is relatively more effective than
aversive approach (scolding, firm No/ Stop, firm pressure, time out).
success of intervention program. For the number of services and length of time the individual
with autism spends with the educator, it becomes important for the parent that they are assured
that their children are appropriately taken care of. Yet Kohler (1999) found out that services
provided encounter problems and many families (90%) are having difficulties when it comes to
the educational provisions as surveyed by Randall & Parker (1999.) A large percentage of parent
respondents (64%) report inadequacies or failures to address the needs. 44% percent of the
parents complain of delays and difficulty in obtaining diagnosis. Also upon enrollment of the
child into educational institutions, they are not informed of how the system works and how
services are delivered. Such statistics calls to give attention to the issues at hand.
Prior to the 1980s, parents have been largely dependent on their child’s educational
needs. But due to legislative amendments in the United States, parents can now be involved in
the same level as the school personnel on the evaluation and design of special education services
and access on the children’s school records. (Turnbull & Turnbull, 2001 as cited in Spann,
Soenksen & Delann, 2003.) McNaughton (1994, as cited in Kohler, 1999) argues that
Impact of Autism 13
incorporation and valuation of the opinion of parents in the intervention program becomes
important since parents are the ones who are with their children with autism for most of the time,
the knowledge they have about their children would be valuable information in the improvement
of the current services and policies. Further, it is a primary validation method of the applicability
of the intervention programs. This is important given that their children have several
developmental limitations therefore consequent of multiple and special needs (Karp, 1996 as
cited in Kohler, 1999.) Children with special needs are at an advantage, as discussed in Spann,
Soenksen & Delann (2003) when there is such parental participation in their children’s education
because it results to “greater generalization and maintenance of treatment gains” (Koegel et al,
1991), higher possibility of continuity in the educational program (Bailey & Wolery, 1989),
greater parental satisfaction (Stancin, Reuter, Dunn, & Bickett, 1984), and more efficient
problem-solving strategies (Newmann & Wehlage, 1995.) According to Entienza (1996), most
individuals with autism are enrolled in special classes and individualized programs at pre-school
and primary level. Interestingly, it is found that educators working with families have a positive
factor in education (Entienza, 1996) and on other hand, parents who feel supported are less
depressed, anxious and angry (Brill, 1994 as cited in Entienza, 1996) Parent-teacher
collaboration is also essential for consistent behavior management and for the optimization of
individual teaching programs (Orande, 2002.) Most teachers acknowledge the parents are greatly
(2002), 90% of the teachers mentioned the parents as attesting to positive changes in behavior.
However, despite the array of positive outcomes of the active participation of the parents
in their special children’s education, many parents are still not able to give input on the
educational program. In a survey inquiring on the concerns of parents (Randall & Parker, 1999),
Impact of Autism 14
their biggest anxiety arises from educational provision because they feel that they are not being
given the adequate attention and even when satisfied of the educational assistance they receive,
they are still worried if the special needs of their child are met. As reflected in Kohler’s (1999, as
cited in Spann, Soenksen, & Delann 2003) telephone survey of 25 families with pre-school
needs and efficiency of services provided were reported by more than half the participants. The
educators’ failure to relay the changes in the program is similar to what was found in Covert’s
(1995, as cited in Spann, Soenksen, & Delann, 2003) survey of 78 families receiving educational
programs where dissatisfaction on the lack of collaboration between parents and professionals is
also reported. Poor communication between the parents and teachers, the latter being
unreceptive and unwilling to listen, is also a major finding in Turnbull and Ruef’s (1997, as cited
in Spann, Soenksen, & Delann, 2003) interviews of 17 parents. Lack of collaboration could also
be due mainly by the fact that parents were not informed of the importance of their active
participation in the intervention (Kohler, 1999.) The roles that parents play in and their
contentment on the early intervention program were noted in McWilliam’s et al survey (1995, as
cited in Kohler, 1999) of 539 families whereby scarcity of choices or discrepancies between
requested and provided services were complained. From earlier studies, the parents’ attendance
to their child’s Individualized Education Program (IEP) does not equate into the parent’s
Strocland, Turnbull, & Curry, 1980; Yoshida, Fenton, Kaufman, & Maxwell, 1978 as cited in
Spann, Soenksen, & Delann, 2003.) Able-Boone, Goodwin, Sandall, Gordon, & Martin’s (1992,
as cited in Kohler, 1999) survey of 290 parents reflect similar results wherein the lack of input
from the parents is masked by the 71% attendance in IEP meetings of which 14% only have
Impact of Autism 15
recommendations failing to incorporate the families’ opinions and fully address their needs. On
the other hand, Orande’s study (2002) has counterfindings. Being said that parent-teacher
collaboration is important, teachers generally felt inadequacy in handling and/or teaching due to
lack of parental and family support, (Orande, 2002) also, in the study made by Entienza (1996),
teachers felt the need to upgrade intervention program - the optimization of family involvement
in education and treatment of the individual with autism. Regular teacher-parent consultations,
parent education, home visits, progress and evaluation reports and parents observation visits to
schools were suggested as to improve the programs. These can be helpful in assisting parents in
developing effective management strategies, providing them with practical means of coping with
From the studies, surveys and interviews conducted it appears that the three most
pressing problems in acquiring early intervention for the child with autism are 1) more often than
not, parents lack access to the information and services that are appropriate for their child’s
needs; 2) development, implementation and assessment of services often are not done in
collaboration between the parents and the educators and; 3) lack of organization and
maintenance of services provided by different agencies (Kohler, 1999.) Such problems create
Unlike parents who initially were not prepared for handling autism, it is interesting to
know that despite the ‘stress’ the situation can generate, educators ‘choose’ to deal with autism.
According to Boyer & Lee (2001), special educators often enter the field because of their desire
to work closely with children and their families. They have a strong belief in the “unlimited
potential of each human being, and a passion to help others.” In an analysis of career decisions
Impact of Autism 16
made by special educators in Florida (Brownell & Smith, 1999 as cited in Boyer & Lee, 2001),
four variables were significant in distinguishing who would stay or leave the field: their current
certification, perceived stress of work, perceived school climate (teachers' perceptions of support,
knowledge of what is expected of them, opportunities to improve their skills, and involvement in
making important decisions about their classrooms and programs) and their age. Also, the
experiences of a teacher's first year are critical to the decision to remain in the field. Multiple
levels of support such as induction programs and other activities that provide administrative,
instructional, and emotional support can successfully guide new special educators through the
first year of teaching as it is said that pre-teaching trainings for special educators are different
from the actual teaching, though training programs help create situations that expose potential
teachers to the experiences they will have. (Boyer & Lee, 2001) As the study explores the
underlying context of educators in dealing with autism, the researchers aim to see light in
connection of how they currently deal with their students and its effects on the family and
educator dynamics.
Research Method
Sampling
Individuals living/dealing with autism were purposely selected for the study. A
gatekeeper in an institution dealing with autism was given a letter specifying the objectives of
the research and invitation for participation. Upon approval, referrals of individuals with autism
were made. Parents, siblings and intervention professionals of the referrals were contacted
Participants
Participants of the study were members of middle-class families around Metro Manila –
six (6) parents – four (4) mothers and two (2) fathers, age 30-45, 5 siblings, composed of both
three (3) brothers and two (2) sisters, age 13-19 and seven (7) intervention professionals.
Interview
Interviews with parents and teachers were conducted in a session. Interview dates, places
and time were conducted in the convenience of the participants. Each session lasted for 1 hour
and 30 minutes.
Two focus group discussions for siblings, one for female siblings and another for male
siblings, were also conducted. FGDs were conducted in the University of the Philippines,
**Voice recorders were be used for the every interview and the Focus Group Discussion.
Question guide and topic guide (see appendix) made by the researcher served as a guide during
data collection. After data collection, transcriptions of all recorded data were produced. Thematic
analysis was used for all interviews and Focus Group Discussions.
Throughout the duration of the study, researchers used field journals for note-taking of
Ethics
research (including the scope of topic) and its research methods – this
Impact of Autism 18
Validity
accuracy.
Primers
Two (2) primers about autism were evaluated using discourse analysis. The researchers
with autism and other facts presented in it as to evaluate how autism is presented by the
Discourse analysis of two (2) foreign films about autism and a commercial were made by
the researchers as to evaluate the way of how autism is being presented in our society through
mass media.
All the parents and the siblings that participated in the study came from families that have
already accepted the condition. There were no negative cases in terms of level of acceptance
limit the perspective of the data collected. There were no cases to compare with and contrast
against the experiences of the families who have already accepted the situation. Given that the
Impact of Autism 19
topic was already a sensitive one, it would be more difficult to obtain an interview if the family
Also, all the participants come from the middle to the upper middle class of the socio-
economic stratum. Participants, families and professionals alike, all come from the urban areas.
Their counterparts in the rural areas would have contributed to the diversity of perspective and
experiences of how autism creates an impact in its immediate circle and whether autism would
The movies analyzed were both foreign films that centered on autism. The researchers
were unable to acquire local movies that feature autism because the films were already
Parents
Parents’ Speculation
Prior the diagnosis, parents don’t have any idea about autism. They only had observations
of developmental delays as age-appropriate behaviors and skills are being compared side by side
with the child, especially when parents have other children prior the child with autism –
”Kinutuban na kami, kasi lahat ng anak namin bago tumungtong ng 1 year old, a nagsasalita
na…nagtataka kami, bakit kasi almost 1 ½ years old na di pa nagsasalita puro baby talk pa rin,”
While some observed certain odd behaviors like rocking, loss of eye contact, playing the unusual
manner or having fixation on certain things as manifested by the child that made them suspect
that there might be something ‘wrong’ - “Gusto niyang laruin ung gulong, ipa-ikot nang ipaikot
ung gulong tapos nasa isang sulok lang madalas. Ayaw makihalubilo sa ibang mga bata…Wala
Impact of Autism 20
siyang eye contact at di siya nagfo-focus.” Since parents don’t have any idea what autism is,
although some have encountered autism as presented in foreign and local movies, this was not
enough to provide sufficient knowledge about the condition. Some parents speculated that it was
only a developmental delay, that given time, it will become better, while some others compared
the condition as similar to other known special disabilities such as ADHD. However, first time
parents, on the other hand, remain clueless as they lack ideas about developmental norms
compared to those with older children prior their child with autism. Thus, suggestions for check
up came from friends, relatives and even medical professionals that paved way for diagnosis.
Diagnosis
As Ticar (2002) claimed that no parent is ever prepared to become the parent of a child
with handicap, diagnosis always generate gamut of reaction from the parents. Shock, disbelief,
fear, grief and helplessness were commonly felt by the parents. Diagnosis was even equated with
death as a parent recounts the diagnosis - “I thought our child has died, we felt that he couldn’t
have the same kind of abilities and opportunities like the other kids and the usual dreams for
your kids are erased.” Acceptance of the situation comes to be a difficult and gradual process
(Harris, 1984 as cited in Randall & Parker, 1999) and Kubler-Ross’ stages of acceptance seem fit
to describe the process that the parents go through, although not in a continuous manner as the
second to fourth stages (anger, bargaining and depression) can overlap or may not be
Initially, upon diagnosis, parents are in the stage of denial or isolation. This characterizes
long periods of weeping and disbelief. Disbelief roots from no known family history of related
disability and insistence of misdiagnosis, as some even sought opinions from other professionals,
Impact of Autism 21
hoping to have other diagnosis. Reactions of mothers and fathers towards this stage were in
different approach - mothers tend to be more emotional, while fathers tend to be more objective
and serve to support to their spouse, as a father recalled, “Nung nalaman namin yun, medyo ang
misis ko talagang buong magdamag umiiyak, ako naman noon medyo tahimik lang. Ipinakita ko
sa kanya na nandito ako inspite the fact na medyo ano yung anak namin. Di ko pa rin siya iiwan,
nandito parin ako, susuporta ako sa kanya.” Process of acceptance differs from one parent to
another; some parents tend to take the diagnosis faster, however there are those who don’t. Some
Questions of ‘why’s linger during this process - “Sabi namin, bakit kami pa? Of all the people,
bakit kami pa?” Most questions and concerns of parents that also emerge were about the
uncertainty of the future and foreseeing the parents’ death in the future. Questions such as
”Paano yung future niya? Paano pag nawala kami?” surfaced, similar with the study by Randall
& Parker (1999). Although these same questions can purposively serve as the guiding post to
kami, pano siya?” Turning point from initial denial and questioning to acceptance generally
comes from realizations that nothing can be done to change the situation and that instead of
putting most energy in crying and questioning, it should be directed to more useful ways to help
the child. Diagnosis, although hard to accept, shifts confusion and uncertainty to proper direction
as it orients the parents on what to do next. “When the diagnosis was given, it gave us direction.
When we found out what exactly the condition was, all are towards that direction…”
Impact of Autism 22
As not every parent achieves acceptance stage, acceptance of the condition still isn’t the
end of the tunnel. Acceptance can still be in a positive or in a negative light. According to Fine
(1991), "personal perceptions and responses to stressful life events are crucial elements of
survival, recovery, and rehabilitation, often transcending the reality of the situation or the
interventions of others." Perception and attribution, whether positive or negative, created in the
process of acceptance plays a major role to adjustment and adaptation as it shapes coping and
attitudes of the family as a whole and in dealing with intervention. Parents interviewed in this
study identified positive attribution about the situation as many believe it is “God’s will”, “bigay
siya ng Diyos” or that there’s a purpose or a plan why this happened to them, rather than just
accepting it for the sake of accepting it, because there’s no choice or feeling that nothing could
be done anymore. It is evident that these positive attribution is anchored to one’s faith. From
religion or belief in God, one finds explanations to questions asked. This brings comforts in
times of crisis or frustration and it serves as a mean to cope, as it gives “theological justification
positive attribution is not much of a surprise since the Philippines is a predominantly Christian
nation, where religion plays a strong force on personal and social behavior.
After diagnosis, great deal of adjustment and adaptation is being demanded by the
situation that two kinds of coping strategy emerge from the interviews. First, through usage of
active-cognitive strategy, where parents actively think about the situation in an effort to make
things better (Burger, 2000). Prayer, having the attitude of “taking things a day at a time” and
looking at the positive side of the situation are some active-cognitive strategies engaged by the
improve their situation (Burger, 2000). Through studying and researching about the condition,
talking with spouse or professionals about the problem, making a plan for intervention, quitting
the current job, seeking help from other people with same situation and enrolling in special
education courses are some actions that the parents did to cope with the situation.
Family Dynamics
As Trepagnier (1999) stated, many aspects of the family life are affected by the
condition. It encompass marital and sibling relationships, relationships with other relatives,
friends and neighbors, housekeeping and finances, needs of the other children, family leisure
activities, personal development of the family members most of all the physical, mental,
Marital relationships, contrary to researches that the condition results to high possibility
of marital discord, parents asserted that it brought them more closely together as communication
becomes more open and frequent than before – “Communication namin mas lalo na widen, dahil
sa time to time, chinecheck namin ang isa’t isa regarding Donald. Nagpplano kami, usap kami
nang matagal kaysa noon and a, may mga times din na natutunan naming magtiis ng sabay…,”
This plays a ground on having a “give and take” attitude and not blaming one another about the
As parents tend to adjust with the situation, they evolve around and prioritizing the needs
of the child with autism. This “attention shift” affects family dynamics and even their careers.
Most mothers quit their jobs to be with their child, while some undergo changes and disruptions
Impact of Autism 24
in their work hours, as the need to attend their child arise. In regard with involvement, mothers
tend to be more involved with hands on care than fathers do, as it is justified that fathers need to
work due to the financial constraint that the condition has generated (i.e. fee for intervention).
Though, there are times that fathers involve themselves during special and rare occasions like
Parents on Children
“Ikaw ang normal, ikaw ang mag-adjust.” As family dynamics change, parents also
expect understanding and adjustment from their other children. Children’s attitude on the
situation and participation in intervention is greatly anchored on the parents’ attitude. As parent’s
role is crucial in assisting their children to understand the situation, this challenges parents to
explain the situation clearly and lovingly to their other children for understanding facilitates
children’s participation in follow ups. However, when explanation can’t still be comprehended
by the children, parents channel it through actions. Parents who are involved with support groups
or foundations try to expose their children through activities, some, bring their children on some
therapy sessions to foster further understanding and awareness. As parents were also asked
regarding their children’s reaction of the situation, we felt that the child’s age during diagnosis
and age difference between the child and the child with autism does matter in attitude towards
accepting and understanding the situation. Parents with adolescent children didn’t express
problems in explaining to their children about the situation since their children are ‘old’ enough
to understand the changes nor would have issues of jealousy for attention, as this developmental
stage (adolescence) characterizes desire of freedom and independence from their parents, thus,
posing no problem on both sides. Likewise, the child much younger than the child with autism
Impact of Autism 25
(i.e. 4 years) tends to take the situation as a matter of factly as compare to older or younger
children with little age difference with the sibling with autism. Siblings with little age difference
tend to be jealous and had feelings of being unloved as attention is mostly directed towards their
sibling, not to mention that they couldn’t understand the situation objectively.
As the time spent with a child with autism is sometimes stressful and demanding, parents
expect support and help from their older children. Parents teach and involve their child to do
follow up activities such as massage therapy. This family “teamwork” in fact, enhances the
quality of family life, as it brings love and growth not only to the child with autism, but to the
Parents on Teachers
For parents, teachers are instrumental to the growth of their children. Parents desire
teachers to act as their child’s friend, one who can understand and penetrate their world and be
sensitive to their need, rather than just being stacked with a strict teacher-student relationship.
With parents’ relationship with teachers, they see it as a partnership or a teamwork that builds on
open communication and transparency. With this kind of involvement, friendships with teachers
The parents we interviewed narrated their experiences evident with love and care. This
probably attributes to the fact that they have positive attribution of the condition. They all
remarked that the condition taught them a lot of things. They learn the value of patience and love
as they deal and live with their child. Small improvements are like small miracles that deserve to
Impact of Autism 26
be celebrated! One parent expressed this joy as she shared her experience, “The first time when
he looked in the eye with meaning, all of us were really jumping! And the first time he uttered
‘no’ in the school, all of the teachers were talagang in piyesta! Small miracle happened, as soon
it happened, they called me…” They learn to appreciate the small things in life that people miss
appreciating in a normal situation. It also taught them to set realistic goals, take one step at a
time, be accepting of what comes our way and be flexible. Most of them, rather than taking the
condition as a burden, they consider it in a positive light, a blessing – as some even are grateful
and expressed that if their child had been normal, they wouldn’t learn as much as they do and be
the person they are today. One parent beautifully shared his thoughts about having a child with
autism and how it impacted him, we quote, “Mahirap magkaroon ng anak na special child, pero
challenging naman ang pagkakaroon ng special child. Pero ang pundasyon para tumatag ka, pag
merong ka nang ganoon is itanong mo sa sarili mo, hanggang gaano mo sya kayang mahalin,
gaano mo siya kayang ipaglaban at bigyan ng oras, I do believe ito ang pundasyon ng bawat
magulang…”
As some parents might not attain full acceptance of the condition, some grow beyond
accepting. Armed with sufficient resources and will, some are empowered to form a foundation,
support groups and a library to extend help for other people who need their help and hopefully
lead them to empowerment of others as well. Aside from what is mentioned above, some also
enrolled themselves in SPEd courses and taught other special children as well to share their life
Siblings
During the discussion, siblings have shared that initially, some of them are indifferent of
the situation, yet because of the exposure made by their parents as they grow older, the initial
support groups affects and influence the sibling’s way of dealing with the situation positively. To
understand the condition more, some gathered information about autism by reading books owned
by their parents as they themselves are seeking out what the condition is. According to the
siblings, their parents expect understanding from them as attention would be given much to their
sibling, but their parents affirm that it doesn’t necessarily mean that they don’t love them
equally. According to Howlin (1988 as cited in Randall & Parker, 1999), siblings feel obliged to
compensate for the limitations of their siblings or feel pressured to meet the parents’ expectations
(Seligman, 1991 as cited in Randall & Parker, 1999.), however, no similar sentiments arose
during the discussions. Moreover, their parents expect their active role in taking care of their
sibling with autism, that from time to time, their parents tell them that in the future, they are the
ones who will take care of their sibling. Siblings, then, regardless of gender, realize that they
should involve themselves more in taking care of their siblings, not just because of obligation,
but it serves as an opportunity for bonding time with their siblings, as well. Male siblings, same
as female siblings spend time and activities with their siblings with autism, contrary to what
Ticar (2002) stated. With the relationship of birth order and the degree of sense of one’s
responsibility, Farber (1960 as cited in Randall & Parker, 1999) accounts that younger siblings
tend to be more involved in the care of the sibling with autism. During the discussions, however,
older siblings equally felt the responsibility and no feelings of being burdened, guilt, anger,
resentment as findings by Seligman (1991) & McHale et al (1984) (as cited in Randall & Parker,
Impact of Autism 28
1999). In fact, one of the eldest in the group feel that his role serves as being the second parent of
his sibling and he desires to take care of him for the rest of his life. Consistently, two common
sentiments among the siblings are the sense of responsibility in defending their siblings and
sympathy towards other special children and their families. This supports the studies cited in
Randall & Parker (1999) by Gath (1972), Lonsdale (1978) and McHale et al (1984, 1986) where
siblings find dealing with the condition actually satisfying and fulfilling for them. Due to having
to cope with the inabilities and limitations of the individual with autism, siblings tend to develop
a higher sense of responsibility and maturity (Howlin, 1988 as cited in Randall & Parker, 1999).
Also, during the discussion, the participants recount the influence of autism to their chosen
course or desired career. One brother took nursing, instead of engineering or accountancy when
his brother was diagnosed with autism so that he could be knowledgeable in taking care of his
sibling, another sister plans to take up Psychology in College to further understand her sibling.
This reflects the great extent of the impact of the condition in their lives, as their dreams and
We infer that the positive attitude posed by the participants in the discussion, whether
male or female, is anchored on their parents’ attitude and acceptance as they made several
references about their parents and how they [parents] positively dealt with the situation.
Probably, the gender and birth order difference weren’t seen as the acceptance factor weighed
Many of the intervention professionals, educators and clinicians alike, that we have
interviewed, did not originally have plans of entering the field of educating and treating
Impact of Autism 29
individuals with autism. In fact, prior to entering this field, they have little idea what autism is.
Association with other disorders or syndromes like Down’s syndrome is common. Their
perceptions and knowledge about autism are primarily from their undergraduate courses (e.g.
Psychology degrees), from their internship, and previous exposures (visiting special schools or
common knowledge about autism as propagated through the media (e.g. movies.) Their
perceptions of individual with autism are that they “have their own world” or “an innocent child
who doesn’t notice you” or “forever silang bata.” Common themes would be the temporal
permanence and likening to the characteristics of a child. Despite knowing little about autism,
they have entered their respective professions initially because they were presented with the job
opportunities and many have taken it as challenging. For those who were able to handle regular
kids before, almost always, they compare their professional experience when it comes to
handling regular and special children. Most have seen that there isn’t much progress in terms of
career and personal growth (“…napunta ako sa isang pre-school, pero na-bore ako k’se parang
walang challenge”) that is why they shifted careers. Sometimes, they were not in control of
where their career has taken them because of circumstances (“I was forced to deal with kids,
which is ironic kasi pagka-graduate ko, sabi ko sa hospital ako magwo-work, yun pala it turned
out na first job ko sa pediatrics…so kids.”) Upon entering this profession, they encountered
positive and/or negative experiences that have affected their pursuit of their chosen career. Most
did not encounter any instance or people that discouraged them or made them hesitant, we may
infer that support of family and friends are essential in the decision-making in the acceptance of
this kind of work because there are a lot of stresses that may arise. Yet there was this one teacher
that experienced family and marital problems, and financial and legal issues with regards to the
Impact of Autism 30
founding of the school. Although, we have inferred that available support and resources are
factors to entering and continuing their profession, from this participant’s experience, we may
surmise that a greater factor would be one’s attitude towards their profession, how they regard
autism is a condition that affects many of the cognitive, social and communication faculties of
the individual, dealing with autism is difficult in itself, which makes them all the more absorbed
in their work. They would describe their daily experiences as difficult (“So you’re physically
tired and mentally exhausted) and stressful (“Napaka-distressing sa part mo, k’se kumbaga lahat
na ng effort mo… lahat ng aspect sa buhay mo parang ibinibigay mo na lahat then, parang
walang nangyayari so, nada-down ka”) due to the diversity of the students or clients that they
handle. Probably the participants, feeling that their career remains stagnant, were looking for a
shift from the “monotony” of the highly structured work that tends to become mechanical, more
so for those who were able to handle regular kids and compare their previous job with the
current. It could be searching for avenues wherein they can explore their limitations and
strengths and be able to foster development. They have cited instances wherein they find it
challenging to be constantly devising ways to “penetrate” the world of the child or “immerse in
his world” like “Sabi ng boss ko noon, yung pinaka-pinakabobong paraan ng pagtuturo, yun
yung isipin mo k’se yun yung effective sa kanila… ‘di mo sila pwedeng turuan na level mo.” As
they have described their work experience, it is a “never-ending process,” that it is a continuous
“learning experience.” They learned that their undergraduate courses and prior training were not
really enough to prepare them; they were just given some idea and theoretical background (“All
theory”) but in practice, it is a whole lot different. Their first encounters of dealing with children
Impact of Autism 31
with autism mainly were conducting observations and attempting to unlock the key to how to
reach out to the child like “yung unang-una more on sa pinagmasdan ko lang sila” or “siyempre
psychology, so observe-observe then nino-note mo kung ano ba ang kiliti niya.” They have taken
these initial encounters as challenges or trials which made all the difference in their decision to
stay. As discussed by Brownell & Smith (1999, as cited in Boyer & Lee, 2001) in an analysis of
career decisions of special educators, the first year of experience is crucial. Viewing their work
as a challenge, their sense of competence is evoked as Wink and Helson (1993, as cited in Stone,
Church, Raskin, & Church, 2000) found out among (female) adults aged from 21 up to 52 that
important for adults (in general) that they develop as can be summarized in the agentic
orientation that Bakan (1966, as cited in Stone, Church, Raskin, & Church, 2000 ) refers to as the
person’s emphasis “on achieving, succeeding and on making one’s mark in the world.” Thus,
due to the nature of the condition that they handle, their work experience tends to be
“experimental,” experiential” or a “trial and error.” Even though there are general characteristics
or behaviors common among the individuals affected with autism, each treatment protocol or
intervention professional must be sensitive on what the individual with autism needs, what must
be focused, and what works effectively. Based from their experiences, patience is the key
characteristic that a teacher or clinician must possess. They compare it against the regular,
mainstream school wherein patience must double or triple for the special school- “kung ang
pasensya mo sa regular school ay one hundred percent, pasensya mo dapat dito ay three hundred
percent!” There are instances of aggression, tantrums and other behavioral difficulties that need
to be modified. And since individuals with autism are impaired on several aspects, progress can
Impact of Autism 32
not really be seen immediately and drastically. As one speech therapist says, “there is no fixed
timetables of learning” because as each one of us is different, so are they even if they are
affected with autism. Each task, how basic it may be, must be broken down into much simpler
tasks and must be taught or demonstrated in all possible mediums or methods. There are times
that they would not get any reaction or response from the child, or that they would just repeat
what has just been said (echolalia.) They must then employ methods to be able to relay to the
individual with autism the concept or task to be done. Some students or individuals with autism
needed to be taught in a “firm and strict fashion,” others needed to be “bribed” or given
reinforcements. But all of these must be done consistently; this is the emphasis of the
intervention program whether be it at school or at home. One must adapt a program wherein the
pacing suits the limitation and skills of the individual with autism. The goals that must be set
should be grounded on realistic terms because expectation beyond what is realistic could lead to
both stress for the person with autism and frustration for the intervention professional. Hence
necessary;” an educator or therapist must explore all other alternatives or possibilities when one
strategy won’t work (“Kasi when you are there, pag nandyan na yung kids, lahat ng alam mo
pwede mo nang ilabas, di ka pwedeng magdevise ng treatment protocol na pareho… Parang eto,
it should work…”). They must learn to adapt a ”wait and see” attitude. In this light, “optimism”
and trusting or believing that they could carry out the set goals is important because as
intervention professionals, they should not give up on the intervention program. When little
progresses are made, the educators and clinicians must readily notice this and appreciate this
because as one educator describes, “Makahawak lang siya ng pencil, yung tamang hawak ng
lapis, big deal na ‘yon.” They must learn to appreciate each little positive change in behavior or
Impact of Autism 33
task performance. They emphasize that they must let the child feel that they “belong,” that they
are “loved” and that they are “appreciated.” Their relationships with the students are not
confined to their being the educator; they have described their relationship with the individuals
with autism as being their “friend,” and “playmate.” The dualism of the relationship comes in
part that they don’t see their work as just a job. There is a personal attachment to the job as
importance to personal factor which guarantees intimacy, warmth and security of kinship, and
friendship.” The initial regard of work as a challenge eventually transforms. Fulfilment (“…
parang nagjo-join ako ng ano, parang summer camp for special children so parang I just realized
na mas enjoy ako if I’m with special kids than with regular kids) becomes the pivotal point that
makes them stay in their chosen profession. It is in the realization that they are not the only ones
imparting something for the individuals with autism- they are not only the ones teaching; they
are being taught as well. They apply in their lives what they pick along the way in their career
like learning to become more patient, become more sensitive and appreciative. One SPEd teacher
process wherein they give something, the individual with autism responds, in return they gain
something- they describe it as affective and/or cognitive gain. They feel fulfilled in being able to
accomplish one step closer to their set goals or they become more critical in their judgments on
what must they do to achieve their end, hence great mental efforts are demanded in their work.
Career-wise and in terms of personal growth, they are continuously in the process of
development. The satisfaction comes greatly when they started at zero-intervention level and the
slightest change in behaviour occurred- this is what they find most rewarding. But they
emphasize that they must let the parents feel the fulfilment that they experience and the
Impact of Autism 34
appreciation of the little, gradual progress of their children. “… kailangan makikita ng parents na
na-appreciate mo sila para sila din ma-adopt yung behaviour mo.” Appreciation from the parents
may not be elicited as easily because it might that they haven’t understood the condition fully or
that their feelings towards the situation may have not been totally resolved yet. The educator and
the clinician, in turn then, should make the parents understand that the learning of their children
with autism is a collaborative effort. “Hand-in-hand” or “partnership” is how the educators want
their relationship with the parent be as Entienza (1996) showed that family-educator
collaboration has a positive relation to the success of the intervention program because “greater
generalization and maintenance of treatment gains” (Koegel et al, 1991), “higher possibility of
continuity in the educational program (Bailey & Wolery, 1989), and “more efficient problem-
solving strategies” (Newmann & Wehlage, 1995) become possible. Since behaviour
modification and normalizing the individual with autism requires continuity and consistency of
program, the parents must implement at home the same treatment and protocols applied in the
management and the optimization of individual teaching programs is best possible under parent-
teacher collaborations (Orande, 2002.) “Yung anak ninyo 4 hours lang yan sa school, kayo
twenty hours ninyo kasama,” a SPEd teacher stressed; they can not monitor the child every now
and then. In the long run, it is the parents or the family who would be spending together so it is
important that they are consistent, “‘di naman natatapos ang learning experience ng bata dito sa
school kaya nga sinasabi ko lagi, consistent. Kung ano yung ginagawa sa school, pagdating sa
bahay ‘di pwedeng kung ano yung gusto ng bata, yun yung susundin.” Hence, parental
involvement is highly encouraged. Their opinion and input would be highly valuable in the
revision and improvement of the intervention programs since parents are the ones who are with
Impact of Autism 35
their children with autism for most of the time Further, it is a primary validation method of the
applicability of the intervention programs (McNaughton, 1994, as cited in Kohler, 1999). The
formulation of the Individualized Education Program (IEP) of the children with autism should
But the participants had experienced uncooperative parents who either leave all the
training and educating of their children (“I just get someone to do it for me so I won’t deal with
it”) with autism to the intervention professionals or complain to the behavioral problems and/or
seemingly lack of progress of the children (“Teacher, bakit pag sa inyo sumusunod, pag sa amin,
hindi?”). It could just be inadequate understanding of the condition as Kohler (1999) cites that
parents probably lack collaboration due mainly by the fact that parents were not informed of the
importance of their active participation in the intervention. But on a more important note, the
educators and clinicians deem that it all boils down to the level of acceptance of the parents.
There are parents who are still in denial, which prevents them from seeking the appropriate help
that they need; some are still in the bargaining stage, which hinders the realization of who their
child is and understanding them in their fullness; and some have accepted the situation fully but
the attitude of the parents upon acceptance of the situation still differs among parents. They
could have accepted the situation and be involve as much as possible in the intervention program
and be “cooperative” yet there are some who have accepted the situation and enrolls their
children into the intervention program but views that the intervention regimen is all the job for
the educators and therapists to do (“… parang inaasa lahat sa teacher yung responsibility.”) On
such cases, teachers also assume the role of counselors of the parents, of the family, “Pag
nagtuturo ka ng special child, ‘di lang yung anak yung kliyente mo, pati magulang kliyente mo,
pati mga kapatid kliyente mo… Kumbaga you’re a counselor for the parent, sa mga siblings...
Impact of Autism 36
Kailangan mo silang intindihin. Kailangan ipaalam mo sa kanila na ito dapat yung gawin, yung
ganon. In time siguro, matututunan din nila yon.” Prior to the parents’ willingness to cooperate,
it must dawn to them first what they need to do. Hence, the intervention professionals must know
how to make the parents understand the situation although the experience of the educators and
therapists, more so their age, is critical. “Minsan ang pino-problema ko sa parents, eh yung
sobrang younger ako, parang tina-try nilang i-manipulate ako,” educators and clinicians then
must know what they are saying, to be credible as authority. One SPEd teacher said that she had
to be firm on what her rules are on her stepson who had austism as she had experienced how to
deal children with autism, “Walang pakialam kung magwala siya, basta eto, eto yung rules ko.
The school policies or institution regulations also come into play in the parent-teacher
collaboration. According to the participants, what the school requires from parents in the
intervention program facilitates on how well the parent-teacher partnerships work. It is also
important for them they are friends with the family (and sometimes more than friends, “…
eventually pag malaki na yung improvement ng bata, parang nagiging part ka na rin ng family
kahit na ‘di mo na estudyante yung kid…”) so that the intervention program would not be strictly
regarded as work and that communication would become more open, which could be part of the
and concerns, and the like. Trust on the educators is important. As their relationship with the
parent deepens, they are subjected to the role of “shock absorber” to the parents. Parents’
problems and concerns with regards to their children with autism are confided to the educators,
and the latter need to understand and empathize with the parents. As Brill (1994, as cited in
Impact of Autism 37
Entienza, 1996) argues, parents feel less anger, anxiety, and depression when they feel that they
are supported. The educators and clinicians understand that it is part of their duty, although they
encounter a lot of frustrations and disappointments, they choose to stay. What steers them to do
so, in the final analysis, is how they view their work. The participants see their work as
something more than a job- they work beyond work hours (“Talagang ‘di dito uso yung eight
hours of trabaho lang”) and even away at the workplace (“Habang bumi-biyahe iniisip mo na,
“Ano ba yung problema? Ano ba ang dapat gawin? Ano pa ba ang pwedeng gawin?”) There is
that level of dedication to the work because they regard their work as a “ministry” or as a means
themselves and of their lives, or a duty or responsibility, when they attribute their entering into
this field as having some kind of purpose. They call it having the “passion,” the “heart” or “love”
that fuels them to continue, otherwise, they would have easily quitted due to the pressure and
load of work and problems- difficulties when it comes to children with autism, with parents, co-
workers and the general climate of the school. As in Brownell & Smith’s (1999, as cited in
Boyer & Lee, 2001) analysis of career decisions of special educators, four variables were
significant in distinguishing who would stay or leave the field: their current certification,
perceived stress of work, perceived school climate (teachers' perceptions of support, knowledge
of what is expected of them, opportunities to improve their skills, and involvement in making
important decisions about their classrooms and programs) and their age. The chances of
developing themselves in terms of career are generally described in their never-ending “learning
experience” and which is a more salient theme among the male participants (one SPEd teacher
and one speech therapist) wherein they have high regard for the advancement of their career (“…
kumbaga, feeling ko parang siyang track eh. Kumbaga ito yung track, kung titigil ka pa, saan ka
Impact of Autism 38
pupulutin? Ba-bounce back ka uli, babalik ka. Kaya kumbaga parang ipaglabanan mo na lang
para mag-continue. Parang trial k’se siya, trial lang siya in terms of career and professionalism.
So kung ‘di mo pagbubutihan, kumbaga, kung ganon lang susuko ka na, ‘di ka magmo-move.”)
It is like they are making the best out of the circumstances that they were beset with. .” They
have learned to take things lightly and to see something positive or pleasant from the stressful
situations they are in- saying that interacting with individuals could be enjoying, if one wants it
to be so. On the other hand, the female participants find the fulfillment that they obtain as the
major motivating factor in staying. According to Maslow’s hierarchy of needs (Stone, Church,
Raskin, & Church, 2000), it is innate among humans to be driven to realize their fullest potential
Drawing from the trends of perspective shifts of the participants, they see themselves to
be still in the same line of work, although could be through other means or achieving higher
goals (e.g. putting up a school of their own, becoming resource speakers or professors in
universities), in the future. They may be doing it more of as further advancement of their careers
(as is noticeable among the males) or more of a commitment or dedication (more among the
females.) This difference in their views of their career between males and females, could be
attributed to the difference in their level of attachment and personalism on their work- due to the
& Raymundo (1994), differential treatment between sexes encourages dichotomy, masculinity
and feminity. Boys are encouraged to be “assertive” and become good providers, hence they’re
compatible to the motherly figure, hence the affective-dominated regard on their profession (e.g.
[pero] alam mo na may limit. Hindi siya total na magbleblend sa normal na buhay.”
”Wag nilang ilabel ang anak ko na parang ibang bata. Kasi gusto ko rin mabuhay si
Donald na parang di siya, di siya ibang bata. Kapareho din siya ng ordinaryong nabubuhay”
Involving the child with autism in “normal” activities or social adaptation is commonly
done by parents. It is a parent’s desire to let their child adapt to the environment and function
like other people do. As a matter of fact, independence is a main thrust of parents for their child.
However, society’s little knowledge coupled with the uncertainty of actions that their child might
make leads the “norm-alization” difficult and very limited. As parents try to involve their
children in the norm, because of limited knowledge of society about autism, some parents get
judgments of bad upbringing from other people or comments that they shouldn’t have let their
child go out of the house. Also, because of some uncontrollable behaviors like tantrums and
spanking that might occur, parents seek for understanding on their child’s behalf, due to the fact
that their actions are unintentional. Parents at times just reason out, “Special po kasi…,”
however, not every one can understand. Not all are knowledgeable about autism, sadly, people
parent’s concern that people wouldn’t criticize their child and treat them as ‘ibang tao’, as they
are also people but who just happens to have autism. It is not the fault of the parent nor the child
- they didn’t choose nor desire for the situation to be that way. This challenges facilitation of
awareness of autism on our society – to accept them as part of the society, which they too can
Impact of Autism 40
contribute even in their own way. Ignorance and indifference can’t just be ignored. One parent
even retold of how the Australian government cares for their citizens with handicap, and
compares on how our government deals with it, and finds it very frustrating. This challenges the
government to evaluate, take part and take action. The lack or inadequacy of support given by
the government to this sector of the society, which we may consider as a minority, is telling of
the system and its prioritization. It is not enough reason that we are not a rich country because in
the first place, we are not having problems with the funds (even if, we have a ballooning deficit
and loan from the IMF-World Bank) per se- it all boils down to how the funds are budgeted.
Campaign for more informed awareness would be a start in the government’s moves to
Most of the parents and siblings we have interviewed consistently revealed that they had
barely, or if any, knowledge about autism. After the diagnosis of their child or sibling, in the
quest to find out about their loved one’s condition, they would turn to movies and books to seek
information about autism. This is why we deemed it necessary to analyze the kind of information
movies and written materials give out to the people whom might be looking to find out more
about autism as a condition and as a way of life. We also believe that the initial encounter with
autism greatly affects the schema formed by parents and siblings about their loved one and
because of this reason, movies and written materials which center on autism is an important
aspect in facilitating or staunching the acceptance of the parents and siblings of the situation. In
addition, popular media is influential in creating conceptions about autism that the public might
Impact of Autism 41
hold, in line with this, the current commercial about autism and the movies are note worthy to be
Primers
Information found on the primers are the description or definition of autism, the probable
causes for the disability, an elaboration of the main symptoms in communication, social
interaction, sensory impairment and behaviors and a checklist that readers can verify to be able
to back up their assumptions that their loved one may have autism. There are minimal scientific
and medical terms seen in the primers. All the information is given using everyday language.
This is essential for the better discernment of the readers of the information. The minimal
medical terms make the information less alienating to the readers as it already is.
The targeted readers of the primers are the parents who may be dealing with a child with
autism. Most parents initially have no idea about autism and so using the primers, they could
gain direction as to why their child is behaving the way he does. The information paves the way
towards the right intervention and treatment so as to be able to unravel their child’s condition. To
some extent, the primers also reach out to physicians who are treating patients with behavior
consistent with autism. Because little is known about the disability, and some physicians might
not have encountered it during their training, the primers help them to effectively diagnose or
determine such behavior on their patients. Again, with the right identification of the condition,
the physicians could device the proper treatment for their patients.
The primers mainly featured the observable behaviors that are commonly attributed as
signs of autism. The primers showed illustrations that picture the behavior so as to make the
information more understandable for the reader. A couple of phrases are given to explain the
Impact of Autism 42
symptom. But in as much as these illustrations help in making the symptoms more
understandable, the given descriptions of the symptoms or probable behavior of individuals with
autism are very vague. Neither levels of intensity nor specific frequencies of the behavior are
given so as to differentiate normal display of these behaviors versus autistic display of these
behaviors. There are no clear cut lines of separation of the levels of intensity and frequencies
which determine that a certain behavior can be attributed to autism versus those of other
disabilities or even normal exhibition of the behavior. There may be cases that the same
behaviors, for example, frequent tantrums and sustained odd play, are also manifested by
children with ADHD and could be mistaken for autism. The lack of these measures and
clarifications may result to confusion and could lead to the wrong diagnosis hence, the wrong
“The first step in helping is identifying the symptoms.” This is the given slogan of the
primers analyzed by the study. The primers centered on giving the symptoms for parents to be
able to determine if their child had autism. But given that the given symptoms are vague and can
lead to confusion, the primers did not provide any alternative in determining if a child is affected
with autism or not. The primers lacked the necessary information about where to get help if ever
these symptoms were present in a child, where to go to be able to officially get the right
diagnosis. There were no numbers of doctors or organizations that can formally diagnose the
child and to provide the right treatment and information. The first step in helping is identifying
the symptoms, the primers have covered that part but they lack the follow-up steps which are the
official diagnosis of the condition and providing actual help and treatment for the child.
Impact of Autism 43
Movies:
Mercury Rising
Released: 1998
Rain Man
Released: 1988
A recurring theme between the movies about autism that we have analyzed is the
portrayal of individuals with autism as having a world of their own. They are pictured as
individuals who lack the concept of socialization. They do not prioritize interaction with other
people, rather, they tend to spend their time by their lonesome. They also detest physical contact
with other people such as shaking hands, hugs and kisses. The movies pictured individual with
autism as people who are not capable of building relationships with other people.
Although the depiction of individuals with autism seen in the movies is being skilled and
talented, the symptoms of autism are still displayed in the movies. The individuals with autism in
the movies are seen as surpassing normal human beings in terms of mathematic skills and
memory skills. This categorization of people with autism is called Autistic Savant. But the
Impact of Autism 44
Echolalia or the mimicking of words and actions heard and seen is also shown in the
movies. When faced with stressful situations such as loud noises and tactile sensations, the
individuals with autism in the movies result to rocking motions and banging of their heads to
The behaviors of the individuals with autism in the movies the group analyzed are
consistent with the behavior of an individual with autism in the real world. There are bouts of
frustration, resistance to deviation from routines and the difficulty in communicating in both the
individuals with autism in the real world as well as in the movies. The difference is in the fact
that the movies over-played the highly-functioning stage or type of individual with autism. The
movies showed the magnitude of the skills of these autistic savants and showed the positive
Another salient theme in the movies is the connectedness formed between the individual
with autism and a person who is initially turned off by him. Because of the experiences they go
through together, the person who is initially aggravated learns to appreciate the person with
autism. They learn the value of respect for people with disabilities.
After watching the movies, it gave us the feeling that it is not that bad to have a child or
sibling with autism. The movies bring optimism in a seemingly hopeless scenario. But on the flip
side, it may give out the wrong impression that having a child or sibling with autism requires less
attention and hard-work from the people who are assigned to take care of their loved ones. It may
look as if there is no need for parents and siblings to care for their loved one since they can
manage on their own, even with great success because of their skills.
Impact of Autism 45
Commercial:
This year, a commercial was launched about autism by Project Embrace and Autism
Society of the Philippines. We asked parents and intervention professionals their opinions about
the commercial as the presentation would influence people’s conception about autism. We found
that evaluations differ on perspectives and focus. Parents tend to see the emotional undertone of
the commercial – as some of their comments are: “Totoo yon, pagmamahal, touch therapy ang
kailangan,” and”We want the message to get across, accept autism, there’s hope.” Professionals
on the other hand have varying comments about the commercial from the technical aspects to the
effectiveness of the conveying of message. Comments made on the technicality comparing and
contrasting the child portraying autism against their firsthand encounters with individuals with
autism was about the accuracy of the representation: “Autistic ba talaga yung bata do’n? Yon,
yun yung comment ko, k’se yung pag naghe-head bang yung mga autistic talagang “BANG!”
Parang ‘di nasasaktan…” Although they say that the effort of promoting public awareness is
commendable, there were comments that the presentation of the condition should have been
shifted into other symptoms, “Grave ang portrayal, sana ibang symptoms na lang.” This
comment reflects the sentiments of the siblings who think that such representation of autism
seem to make it appear that it is a “harsh reality.” It could’ve been portrayed to convey the
message that it’s not as bad as it sounds and there are also “normal” to something that isn’t
norm-al- individuals with autism could be normalized too and function approximately to how
We deem that how autism is presented and individuals with autism is portrayed in the
commercial has implications of the kind of discourse that the organization uses. It seems that the
Autism Society of the Philippines wanted to convey the message of the seriousness of the
Impact of Autism 46
condition and that early intervention is needed and can be acquired, although it is overshadowed
by the more salient and more easily recalled feature of the commercial- the head banging of the
child. Their objective probably was to communicate the distinguishable behaviors displayed by
individuals with autism but it somehow depicted “morbidity” or “negativity” since what could be
inculcated on the people’s memory and their perception that an individual with autism will only
be confined to describing them as head-banging and nothing more as it seemed to have been with
the two films , which left the people believing that individuals with autism are mostly, if not all,
have impressive splinter skills. The commercial showed the other side of condition and that
proper intervention can still be possible, although the latter message was not as efficiently
conveyed.
Penetrating a world that has never been part of them - this is a daily endeavor by people
around an individual with autism. How does autism impact its immediate network of care?
Almost every one begins without sufficient knowledge of what autism is – whether parents,
siblings or teachers. Real penetration of their world starts at the breaking of the diagnosis and
this struggle continues on and on. The determining factor of how autism would impact the
network of care starts and centers with a mind and a heart – the parent’s mind and heart.
Parents’ level of acceptance and attribution serves as a core and a pattern for the other immediate
network of care. Parents’ acceptance facilitates the family resiliency and fosters the climate of
intervention – how the treatment is valued, and reflects to what extent a parent would engage
himself for his child’s growth optimization. Acceptance and attribution reflect how the condition
will affect the network of care and reflect on how they cope with it, whether bonadaptively or
Impact of Autism 47
maladaptively. Full acceptance coupled with positive attribution of the situation generates a good
handling of impact of the network of care. Parallel level of acceptance and attribution among the
network would cause a synergy that would facilitate empowerment, both for the network and the
individual himself. This synergy is vital even to extend this empowerment to the public, who are
not penetrating the world and who might have marred picture of that world. As family is an open
system that contributes to the society, how the network deal with the condition can enable
change to the people around them. One desire that the network seeks is the people’s
‘pakikipagkapwa’ towards the individual with autism – “accepting and dealing with them as
equals and treating them as fellow human beings, who has the right be live in a world, not only
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what teachers need to know. Intervention in School and Clinic Austin: May 2001. Vol.
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Dizon, E. I. (2000). Teaching Filipino Children with Autism, Unpublished Masters Thesis,
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Fine, S. (1991). Resilience and human adaptability: Who rises above adversity? The American
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Kohler, F. W. (1999.) Examining services received by young children with autism and their
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Appendix
1. How did you know that your child is different from other children?
a. What were the first signs or symptoms of the disability did you observe?
2. Were you familiar with autism before knowing that your child has autism?
b. How did you relate to them before knowing that your child has autism?
3. What was your perception of autism before knowing your child’s condition?
II. How did parents react or cope with their child’s situation?
a. How long before you asked for professional intervention from the time you first
3. After it was confirmed, what were your reactions about your child’s situation?
b. What were the changes you deemed necessary to adjust to the situation?
a. From whom did you ask for help among the people close to you?
c. Did you seek for help or assistance from institutions that cater to individuals with
autism?
e. What kind of help were you expecting to get from the institution?
III. How did parents explain the situation to their children about the situation?
a. Why did you think that it was important to talk to your other children?
c. What reactions were you expecting to elicit from your other children?
2. What difficulties did you observe on sibling relations because of the situation?
IV. How do parents treat and care for their child with autism?
a. What are the actions you took to be able to adjust yourself to your child’s situation?
Impact of Autism 52
2. Is there a difference with the way you deal with your child with autism compared to your other
children?
b. What, in your perspective, are the effects of this difference in your children’s
1. In your point of view, how do other people react to your child’s situation?
2. What would you like to change about their perception about autism?
3 How would you like other people to deal with your child affected with autism?
4. What changed about your perception about autism after you knew your child’s condition?
Impact of Autism 53
A. Pagtuklas ng sitwasyon
2. Bago ninyo nalaman o naintindihan ang sitwasyon, naisip ninyo ban a siya ay kakaiba?
B. Reaksyon sa sitwasyon
1. Anong naramdaman ninyo nang malaman ninyo ito? Ano ang inyong nararamdaman sa
Pagkilos?
Impact of Autism 54
-Anong aspeto ng buhay ninyo at ng pamilya ang palagay ninyong talagang naapektuhan
4. Paano ang relasyon ninyong mga magkakapatid? Gaano ang level of involvement ninyo
sa inyong kapatid? Paano ninyo tinitingnan ang pagkakaroon ng kapatid na may autism?
kapatid?
6. Alam ba ito ng mga tao sa labas ng inyong pamilya? Ano ang nararamdaman ninyo
-Sa palagay ninyo, ano ang mga reaksyon ng ibang tao sa sitwasyon ng inyong kapatid at
-May mga nais ba kayong baguhin sa mga persepsyon ng mga tao ukol sa inyong kapatid
- When did you decide that you wanted to teach individuals with autism?
- Were there new observations, feelings, perceptions or things you didn’t expect during
-Were there points of hesitation or discouragements about this decision and how were
3. What do you think is the role of a teacher in the life an individual with autism?
-What are the differences between teaching individuals with autism and others?
teacher?
- Do you think you were able to handle individuals with autism well with the training
you’ve had?
- What things make you felt discouraged or frustrated? Happy or fulfilled as a teacher?
4. Can you describe and elaborate how your teaching programs like?
- What are the most effective methods in teaching individuals with autism?
- What are the areas do you think that should be further improved?
Impact of Autism 56
5. How important are parents’ involvement on the learning of affected individuals? What
6. Are there aspects in your life that are affected because of your chosen profession?
- What motivates you? How do you see yourself 10 years from now?
- How do you see your profession to be? (As temporary, lifelong career)
7. What are the lessons that you’ve learned from your teaching experience or for being with
Narrative Interview
Q: Pwede po ba ninyo ikuwento kung paano po ninyo nalaman na parang may kakaiba sa anak
A: Bale, when I was pregnant with him, I don’t know if it’s mother’s instinct or ano, masyado
siyang malikot although he’s my first child, non-stop talaga nung malaki-laki na. Ahh, ang likot-
likot. But they told me that it’s just natural for ahh baby to, some babies to be, malikot. So yun
Q: So nung napansin ninyo po iyon, naisip ninyo na po ba na maaari ngang there’s something
wrong?
A: Hmmm… wala naman. Siguro na-ano lang, I’m just being reactive. Compared to when he
was already growing ‘no? Siguro from birth up to three years old, before three years old,
ahmmm... ang napansin ko sa kanya, he’s more hyper-active than the other children who are
hyper-active. He can’t sit still even for a minute and ahhh, he’s energy insatiable. And ah, ano
late speak-, late siya mag-ano, late siya mag-started to talk… I know that something is different
but we never realized that we should seek (professional) help. Aaahh, because he was our first
child we only thought… we didn’t seek help yet k’se siguro we didn’t know na that we should
seek help. Although there’s one doctor, general practitioner siya, when he saw my son, k’se
when we go out we usually tie him up ano, may harness siya tapos nasa ano ng belt ng husband
ko. When we visited his office for my check-up, nagtaka siya (the doctor) kung bakit siya (their
Impact of Autism 58
son with autism) naka-tie and then we have to explain to him (the doctor) because he was so
hyper, he was destructive… rather than running after him, we put a harness. When the doctor
saw him, he took out a developmental milestone checklist. Siyempre nagtaka kami ‘ano kaya
‘yon?’ and then ah, sabi niya sa ‘min, “I hope you don’t mind ‘no? But I want to ask you a few
questions.” Ah, he’s not a paediatrician by the way, and I’m glad na he was frank enough to ask
ah, then he started asking the questions like when he started to speak, ah when he started to walk,
mga usual questions ng ano. Ahh, I found out na most of his (their son with autism) skills were
delayed like in his speech or yung behaviour, when it comes to behaviour. So, he told us to seek
ah, furher evaluation from a specialist ahm, a developmental paediatrician or ahmm, I forgot,
At first ano, we were in denial, k’se why would we need to seek help? We’re talking with
one another, I mean my husband and I. And then we happen to ah, make kwento our tita na “O,
this doctor is saying na we should seek help for our son ganyan, ganyan.” Ah, but my auntie was
so discrete. Without letting us know, nag-seek help na pala siya, looking schools for our son na
where we should go. And she found a special school, not this one (Bridges Foundation), another
one in ah, somewhere in Manila. And we saw ahm, when we decided to enroll our son, but it was
on a one-on-one class. Then after several weeks, they informed us that we should seek a
developmental paediatrician for evaluation and we were so confused. K’se ‘di ba when, when it’s
a regular child ‘no? You just enrol them in a school and that’s it. In our case, we weren’t told
there’s something wrong, they (the school) didn’t want to pre-empt anything or say anything to
us until we seek ah, the professional, get the evaluation from the professional. So we have no
choice because we will not be accepted in school until we have an evaluation. After that we
sought the help of the doctor, at that time we considered another doctor k’se yung ano niya, yung
Impact of Autism 59
schedule niya sobrang puno that we have to wait for six months to get an evaluation. But we’re
desperate na eh, k’se we wanted to have an assessment na so that we could enrol our son so
ayon, we sought her (the doctor) help na and we also heard from others na magaling daw siya.
So, based on what we heard, we seek her help. Ah, after several visits, I think it took us six visits
for us to get the diagnosis. Ah, she interviewed me, my husband even the yaya and also my mom
because my mom was so involved. Ah, and then after that ah, she also gave me several… After
six sessions, she was able to tell us that ah, our son had autism. Ah, she also gave us a chart na
may symptoms ng autism. Out of the symptoms, I think he had seven… Meron siyang ano, fear
of no real danger, when you call him he doesn’t come to you, so parang bingi siya, he throws
tantrums, and when has so hyperactive. When he plays with the toy car, instead of doing this
(demonstrates push-pull motion, the usual manner of playing toy cars), he would reverse the car
and play with the wheel. And he was obsessed with circles, electric fans, anything that is, that’s
round. If, for example, you’re wearing a shirt that has spots, he’d keep on looking on the shirt.
Akala mo, ito (breasts) yung kino-concentrate niya ‘no? Pero don pala naka-ano focus sa circle.
And ah, inanimate ob-, ah almost all of the symptoms he had so it was really ah, undeniable that
he has autism.
A: Ah, late na nga. Three and a half. K’se our own paediatrician didn’t tell us, I don’t know if,
maybe she was not properly trained and then there is no protocol at that time na may checklist
basta ah, k’se I understand sa abroad meron silang ganon. Ah, by the way, the doctor was from
abroad pala, the one who informed us that, the G.P. (general practitioner) we should seek help.
Impact of Autism 60
He was from abroad so meron silang ganon evenif he’s not a paediatrician, meron siyang
checklist. So, I just wish na, well, we can’t turn back the clock pero I don’t know if they have it
now. May ganon bang protocol na pag may ganito na, you should be, you should seek help na.
A: Based on what I saw in the movie na yung Rain Man (directed by Barry Levinson) yun lang.
Saka siguro ano, retarded or non-verbal. Actually, I’m not really familiar kung ano yung autism.
Q: Yung mas bata ninyo pong anak na babae na iintindihan naman po niya yung situation? Mga
A: Eleven. Ah, bale as early as, when she was very young as early as two or three, we already
informed her na her brother is different. Yun lang basta we said Aya (Chinese honorific for
brother) was different so he needs more of our time. At that age, she cannot comprehend it.
Siyempre bata pa, you cannot just tell, “O, iba yung kuya mo” ‘di ba? Pero ano, as much as
possible we try to inform her in her own level na her kuya is different. But we also involve her as
much as possible in the activities, let’s say our family activity na we could get together. About
when she was six or seven, ah I showed her the brochure of the Autism Society of the
Philippines (ASP) and then yung mga pictures. But she couldn’t understand because her
(brother), at that time, medyo na-tame down na ‘to (their son with autism) sa mga problems niya
sa behaviour so “Wala naman” gumaganon siya (their daughter). So, to make the child
understand that her kuya is different. Pero nasasabi niya sa akin, “Ba’t ganon si Aya? Parang
Impact of Autism 61
siyang bingi.” Sometimes she wants to call his attention, so ayon yung napansin niya saka“Why
A: Oo.
Q: Ano po yung nakikita ninyong difficulties when it comes to relationship nung dalawa po
A: Ano siguro, from ano, initially yung communication. Number one yun. Kasi she wanted to
convey something to her kuya or ask him to join the game. NR (no reaction) lang siya parang
ano, k’se he really prefers to be alone rather than be with in a group or play with his younger
sister. She gets frustrated. “Ba’t ganyan? Laro lang naman, eh.” Gumaganyan siya. “Ba’t ayaw
niya?”
Q: Pero ngayon pong, eleven na po siya ‘no? Na pre-adolescence na, mas okay na po ba yung
A: Oo, better na. Siguro k’se she’s older now. She’s able to comprehend more and she also sees
other children na may ano rin, k’se we also expose her, by the way, to other children kaya parang
“Ah, I’m not alone naman pala. Other kids have special siblings din like me.” So, she’s able to
Q: Sa inyo naman po as parents, ‘di ba po nabanggit ninyo na po yung mga difficulties between
the siblings? Sa inyo naman po, ano po yung mga naging worries ninyo or concerns or
difficulties?
A: Ahmm, actually when we first heard of it, when we first heard that he was different, ah,
parang na-shock kaming pareho k’se we weren’t expecting the diagnosis. K’se what we’re
expecting that the doctors will tell us is probably is that, he’s a “O delayed lang yan” or
something. Ah, but on the part of my husband, he was very supportive kse when he first heard it,
he just said to me that, “Bigay sa ‘tin ng Diyos ‘yan eh. And we should accept him for who he is.
We’ll do our best as parents for him to ano, for his improvement or betterment. We’ll just do our
best.” So, parang nagging malaking tulong yan for me when he said that. He did not blame me or
said anything na masama k’se I’ve heard sa iba, probably we have different ways of coping pero
he did not blame me or we did not blame each other na “Ikaw k’se ginawa mo yung ganya-
ganyan, kaya naging ganyan yung anak natin ganyan, ganyan.” So, we didn’t blame each other
and we tried to educate one other about his disability. And also, first we’re not ano naman, eh,
we’re also humans, we cry also. We cried together. Pero pag may little victories like he would
say a word, masaya na kami, sobrang naging mababaw kami pareho. Parang kaunting
achievement lang, parang “Ah!” Ang saya-saya na namin, nag-se-celebrate pa kami whereas for
Q: So yun pong pagkakaroon ng anak na may autism parang nagpa-iba po sa perspective ninyo?
Impact of Autism 63
A: Mm, mm (nods). Saka parang naging mas stronger yung relationship namin. Ah, parang
siguro, may awa lang yung nasa taas ano, k’se I’ve also heard of other relationships na hindi nag-
work-out, naghiwalay yung mag-asawa. But if we, we tried to ano, to do our best din. May mga
away din at times k’se sometimes we will not agree on parenting ano, styles, pero I can say na
Q: Ahm, yung husband po ninyo, gaano siya ka-involve in taking care of your son before and
A: Ah, he tried his best to be involved although not all the time ano, k’se working ano. I decided
ng apala to stop working, so I can spend more time with my son. Pero as much as possible din,
he would get involved na, “What happened to school today?” Ah, “What’s happening now?
Anong sabi ng mga teachers?” Tapos when we go out, ah, he will also ano, sa sobrang kalikotan
niya, kailangan talaga hawakan. But now that he’s older, ‘di ko na masyadong ma-ano yung mga
hilig ng mga boys sa cars, eh ako wala naman akong hilig do’n. Minsan, yayayain niya, “O
tingin naman tayo ng cars.” Things like that na guy thing. “Yun o, maganda yung girl” mga
A: Oo, every visit nandon siya k’se we both wanted to find out what was, kung ano yung meron
A: Most of the time ako, pero pag may mga special program or ano like PTC (Parent-Teacher
A: Ahmmm… siguro up tonow k’se not all people are exposed to what autism is, pero siguro pag
may nakita silang special, regardless kung autistic or not, parang labeled na siyang retarded k’se
ah, unless we are reading about things or exposed, ang sasabihin ano baka pumapasok yan sa
ano, o kaya sasabihin, “Ah, ano yan eh, A-B Normal.” Pero ahmm, I think sa T.V. ngayon
medyo ano na eh, I mean with all the media, internet and all that, people are more aware unlike
before. Saka yung commercial ng (Project Embrace and Autism Society o fthe Philipiines),
A: Ah, maganda yung ginawa nila don. Saka it catches the viewers’ attention agad, “Uy, ano
yung inuuntog niya yung ulo niya” and the viewer will be prompted to find out kung ano ba yan.
Siguro ano, if he had access to Internet, “Uy, ganito pala yung autism” Or “Ano kaya yung
commercial na yon?” Ta’s may magfla-flash na number. Tatawagan niya yon. Maybe na na-
Q: Ano po yung sa tingin nyong dapat mabago sa perception ng mga tao about individuals with
A: Siguro accept him for who he is kahit na meron siyang ganon, part din siya ng society.
Q: Bale, yung mga tao sa paligid nyo nung na-find out po na may autism nga po yung anak
ninyo, how did they react, may changes po ba sa kung ano yung treatment nila?
A: For our family, both sa side ng husband ko and sa side ko, ah, they were all very supportive.
Ah, they did not judge us, or eto nagwawala yung anak mo, k’se we all also informed them pala
by the way. Binigyan namin tig-isa ng ganon (brochure about autism), as in tig isa para they will
read it, I mean for the older ones para they will know. And then sasabihin nila, “Ah, kaya pala
ganon.”And during kapag o sabihin ng teacher, “Gawa kayo ng something na report.” They will
report on autism. Maski yung mga nasa college, pag may term paper sila or something. Ganon
yung gagawin nila. ‘Di ko naman pinipilit na, “Uy, i-report mo naman yung autism.” Sila yung
nag-a-ano sa akin na, “Uy, Auntie, pwede bang malaman pa?” Tapos hihiramin nila yung ano,
tapos ganon din, parang yun gmga tinatanong nyo sa akin, ganon din. Parang naging ano sila,
more aware pati sa pag-get involve na let’s say, k’se we have a support group eh, for parents
with kids with disability. So, I would say na talagang tinaggap nila, ‘di nila kami in-ostracize.
They have supported, even now. So, for the society naman,yung sa paligid, ah, example when we
go to the mall, for example nung maliit pa siya, he was so unruly. Sinasabi disiplina naman daw,
disiplina. Actually when he was younger talaga, ang hirap niyang i-ano, gusto niya yung takbo
nang takbo and he would unintentionally step on other people, k’se ‘di niya alam yung sense of
Impact of Autism 66
space eh. So, papagalitan siya ng tao or sasabihan kami, “Ano ba yun ganak ninyo? Walang
disiplina.” Or “dapat ‘di na ‘yan inilalabas.”Yung mga ganon. Masakit pero kailangan tanggapin,
parang kulang na lang sabihin nila na, “Walang karapatan yan dito.” Kulang na lang…
Sometimes masakit.
Q: When it comes to family activities, like when you go out, meron po bang pagbabago or
A: When he was younger, we always think twice to bring him to this place k’se baka magwala
siya or mag-grab siya ng kung ano. Initially, we’d go to small restaurants and we would sit at the
very back end so as not to disrupt people, also not catch attention to himself and at the same
time, para di siya ma-overwhelm. Mahirap talaga sa umpisa, but we need to expose him to all
these things eh or minsan sa kalikutan niya, we would bring him to the park or to big, open
spaces so he can run and he could do whatever he wants to do in the park k’se park k’se. They
can’t say, “Stop moving” or “Don’t run.” Eh, big, open space yon. Pero sa restricted na places
like sa mall, mahirap eh. Pero as much as possible, lahat ng lakad namin, sinasama namin siya.
Kawawa naman k’se kung iiwan mo sa bahay pero ngayon k’se ano, manageable na siya.
Q: Kumusta naman po yung relationship nyo with the teachers and the school?
A: Marami din siyang dinaanang teachers so far, maganda naman yung mga nagging relationship
ska we ended up being friends, more than friends pa yung iba. Ah, k’se, ano, ah there is open
communication. How do you say that? K’se ano din ako, ano, I’m also honest with them.
Impact of Autism 67
Transparent ako. “Teacher, ano pa ung pwedeng gawin sa bahay para ma-follow-up namin ung
bata” ganyan and then they would also do the same to us. Teamwork is very important, and
parang through that, na-develop din yung friendship din ninyo. So, I can say na it’s a two-way
relationship. I mean, up to now, kahit na nag-abroad na sila and nakabalik dito, nagte-text pa rin.
“Oy, kumusta na yung anak nyo?” Tapos pag nalalaman nilang may honor, “O, pagbutihan mo
pa” o kaya sasabihin sa anak ko, “O mag-aral ka pa, para maging first honor ka.”
Q: So, talagang tinututukan ninyo po ung mga activities ng anak ninyo sa school?
A: Oo, I’m a very involved parent. K’se medyo may pagka-obsessive-compulsive ako, eh.
<laughs> Joke lang yon, ah. Oo, k’se parang I want to know wants going on, para ma-apply rin
namin sa home. K’se it’s also important na hindi naman, k’se mahirap kung teacher lang yung
gumagawa nung lahat, iba yung ginagawa sa bahay, parang walang follow-up. So, dapat ano
yon, it works hand-in-hand. Pero ngayon k’se ang priority k’se ay yung academics k’se nga nasa
regular school na rin siya. Pero meron pa ‘di although nade-delay yung SPED program.
Q: Ano po ang sa tingin ninyong role ng teacher sa anak ninyo, o sa mga estudyante nilang may
autism?
A: Ang role ng teacher para sa isang special child? Siguro for me, maging kaibigan niya. Hindi
lang, “O teacher ako hah? Ikaw estudyante.” Parang, be his friend. Tapos parang pasukin gung
mundo niya. Tapos ano, be sensitive kung ano ba yung needs niya. Tapos try to bring out his
potential.
Impact of Autism 68
Q: Ahmm, nagka-problems po ba kayo with the teachers? K’se ‘di ba iba yung family, and for
example kami, nag-aral lang kami about autism, we never really experienced having an autistic
child or sibling.
A: So far, so far ah, of course ‘di naman lahat ng ano nag-a-agree pero I can say ‘no, if there are
things na ‘di kami nag-a-agree, it always settled in a meeting. Even up to now, pag nag-a-ano pa
rin kami, may PTC pa rin kami, kundi magawa ng monthly, every after two months or from time
to time, o kaya sa text or magvi-visit ako sa school, “O teacher, may problem ba?” They would
also inform me or tell me, “O, mommy, i-try natin ‘to para sa kanya baka mag-work.” And
they’re very…actually ‘di naman sila very rigid. From time to time, if we feel the need.
Q: Sa ngayon po, how do you see the future, I mean for your child, the family?
A: ‘Di ko makita ang future, eh <laughs> Siguro ano, realistic expectations na lang muna na,
we’ll play by ears, and one step at a time. Kung ano lang muna yung kaya ng bata, ‘di namin
pipilitin. Tapos kung saan siya masaya and we want him to be independent and be able to
Q: Ano po ang mga example na masasabi niyo na “Ah, ito he can be independent na”?
A: Siguro ‘di na masyado kaming, siguro simple decision-making, he will be able to do it for
himself. Like as simple as buying groceries, ‘di na kami tatanungin, Alam na niya “O, it’s time
Impact of Autism 69
to buy groceries.” Siguro he can be independent by, let’s say siguro ‘di naman siya mag-isa sa
apartment, pero siguro this is our house, we will build a special area for him parang sort of mini-
house niya where he can move in independently pero nakikita pa rin namin siya. Like he has his
own kitchen, yung own ref, own sala, yung kahit maliit lang pero he’s independent from us but
not totally separated from us. Tapos siguro ah, yung daily activities na he could keep himself
busy or he could earn for himself for his daily needs. Siguro, kahit paano may skills na na-
Q: May nakikita po ba kayong special talent and paano po ninyo ‘to nalaman? Sino po yung nag-
inform?
A: Pina-assess din namin siya sa occupational therapist. Saka nakapila yun gisang assessment na
what he could be able to do in the future. Mga career opportunities. Pero ang nakikita namin k’se
magaling k’se siyang ano, he, he loves to cook. Pero simple dishes lang. Siguro pwedeng
culinary arts or baking. Saka computers. Saka efficient worker yan k’se kun gano yung sinimulan
niya, tatapusin niya. Ayaw niyang nakabinbin. Saka ‘di siya magsta-strike. K’se nga yun gpag-a-
absent sa school, naiininis na siya eh, ayaw niya mag-absent. So, he will be a good employee,
model employee.
Q: Ngayon, pong medyo matanda nap o yung anak ninyo, he’s already fifteen years old, ano?
A: Ako? Siguro part-time job, maybe pag ano na siya. Medyo kino-contemplate ko pa na in two
years he’d be graduating and he’s telling me na ang gusto niya raw na kuning course eh, SPED.
“Eh, bakit sa lahat ng course SPED? Hindi ba pwedeng masteral na lang yon in the future? Bakit
‘di ka nalang mag-commerce o mag-computer para magamit mo?” ang hirap. “Para I can
understand myself better” sabi niya. So if lang, in case na kukunin niya, sabay kaming mag-
aaral. So, it’s either back to work or back to school for self-improvement.
A: Ah, I have no patience.<laughs> Siguro anon a lang, volunteer lang. Siguro pwede akong
A: Starting grade 1, mga seven, age seven. K’se before we went to a regular school, dito muna
siya. One-on-one and then group class, then transition class. May isang sister schoolyung
Bridges, Links, transition school siya although ah, Links is pre-school for children with special
needs and eligible to be mainstreamed are trained there. In-integrate nila. That’s what happen to
my son. He was givent that chance. We were so fortunate na nagging pilot class kami. Tatlo sila
eh, sabay kaming naka-training and eventually, “Umalis na kayo, mommy” <laughs> Piipilit na
kaming mag-mainstream which is ayaw namin k’se takot kami pero yun na yung need niya at
Q: Pa’no po yung transition from one-on-one, then group then transition class?
A: At first, one-on-one, pag na-achieve na yung basis skills like sitting down for a longer period
of time, concentration, compliance tandem muna or three’s. So, we tried yung tandem or yung
three’s, tatlo sila, ayaw niya, nahihirapan siya. So what we did was pag circle time na or pag
going home na, yung magche-change na ng clothes, in-involve namin siya. Then eventually, two
times a week ta’s kasama na siya sa group, tapos nagging five times a week na. And then,
depende din sa skills, ginu-group din ng school kung saan siya mas bagay. K’se iba-iba yung
disability, may autism, may Down’s, merong cerebral palsy. Pero for example, an autistic child
lack social skills but the child with Down’s syndrome is very sociable so pero medyo mahina
siya sa academic skills for example, Math. Say for example, the child with autism is good in
Math, so they complement each other and pair in a group. He will learn to socialize by being
with the child with Down’s and then the Down’s child will learn a few Math skills from the
autistic child. Nakita ko rin yon, k’se nagsi-seat-in ako, sabi ko sa iyo, O.C. ako eh. So nakikita
ko, “Uy, ganon pala” parang na-gets ko. K’se nung parang una, sabi ko, ‘Bakit kaya siya sinasali
sa ibang kids, iba naman yung disability?” Pero when I saw that, I realized yun pala yung reason.
Saka mas ano, nakikita mo na ano, naging closer, siyempre yung classmates ‘di ba when they’re
together for a year, meron silang ka-close. Saka parang naging mas ano sila, I don’t know hah,
‘di naman sa pagmamalaki, pero there was this classmate may cerebral palsy. She was absent for
some time na, and the teacher was telling me, “Alam mo, Mommy, pinag-pray niya yung
classmate na ano k’se absent para ‘di rin daw mahirapan maglakad, para ‘di daw matagal yung
fever niya.” Nagawa niya yon? K’se ‘di ba, they always say that autistic children can’t
empathize? Pero may empathy siya, sa’n galing yon? So, siguro na-learn niya sa school, siguro
Impact of Autism 72
somehow. I can’t pinpoint kung anong day or month, maybe it just came. K’se classmate niya
Q: Ngayon po bang nasa mainstream school na siya, may mga experiences ba siyang
A: Initially, pagpasok namin, apprehensive kami na he would be bullied k’se very ano siya,
innocent. Sasabihin mo, “O ito kunin mo, iyon kunin mo” without thinking of the consequence.
Pero meron ding classmate na mabait. Although we didn’t tell them na he’s different, he’s
special pero alam ng mga teachers. So, parang may idea na sila what to do. Ah, for the kids, may
compassionate, na naaawa. Let’s say, there was an instance when he was in Grade Three, na ano
na pala siya binubugbog. Pero parang punching bag lang siya, wala lang. Hindi niya alam na,
akala niya pag ‘di niya, pag pumalag siya ’di na siya kakaibiganin. Hinayaan lang niya.
Tinutulak-tulak siyang papuntang hagdan, tapos ginagawa siyang kabayo k’se ang laki ng
katawan niya. Yung mga bully pala, half his size. <laughs> Magugulat ka, “Iyan yung nam-bu-
bully sa iyo?Ang liliit nila.” Anyway, ginagawa siyang kabayo k’se ang laki niya. Tatlo sila,
“Yey! Sabihin mo, ‘tigidig-tigidig’” Susunod naman siya. Parang akala niya ano, wala lang. Pero
ano, of course may rough play. He doesn’t know how to distinguish bullying from rough play.
So, parang nahihirapan siya sa aspect na ‘yon. Medyo social na ‘yon, ‘di ba? Social skills. So,
may naawa na classmate, yung duguan na, ‘di k’se siya (the son with autism) pumapalag.
Nagsumbong siya (the classmate) ngayon sa caregiver namin k’se lunch, tapos nakita, “Manang,
bakit ano ‘di siya pumapalag? Special ba siya?” “Bakit” Ano nangyari?” Tapos ayon na. Tapos
kami naman, we didn’t want to confront those kids na harap-harapan. Siyempre ‘di namin nakita.
Impact of Autism 73
We just informed the principal and the disciplinarian (disciplinary officer), tinawag nila yung
mga bata. Yung other classmates yung nagsumbong. Tapos binigyan sila ng demerit. Ah, after
that, do’n lang niya na-realize na na-bully na pala siya. Although prine-prepare naman namin na
pag bully like this. K’se wala siyang idea or concept of what bullying is, k’se ‘di pa niya na-e-
encounter. That time na na-encounter niya, alam na niya. By the way yung mga bully, friends na
niya.
A: Hindi na-explain that he was different pero they should have known better k’se ‘di naman
pumapalag ‘di ba? Pinagalitan din sila, sinabihan din sila na ‘di porke ganon yung bata, you’d
take advantage of them. Parang binigyan yata sila ng pep-talk. By the way, pina-take namin ng
tae kwon do. Pero ayaw niya gamitin, sabi niya, “I don’t want to hurt people.” “Pero dib a sabi
ne sensei nyo, ‘defend yourself’?” “That will be the last resort” sabi niya. “If I can win them over
by talking, I will not do that” sabi niya. Pahiya si Mommy. Sabi ko, “Sige, banatan mo na” Ayaw
niya, eh.
Q: But now that he’s a teenager, what did you notice about him? Can you say na he’s like
A: Now, he would speak his mind more than before. Dati k’se ‘Oo, Mommy. Oo, Daddy.” Now,
he’s assertive. And he would say his opinion about certain things like kung ano yung nakikita
niya sa newspapers, sasabihin niya ano, “Why is this politician doing that?” Minsan ano lang,
Impact of Autism 74
gusto na niyang gawin yung style niya. Ayaw na niya akong masyadong nag-i-involve. Parang
“Kaya ko naman, eh” gumaganon siya. Dati ‘di niya sinasabi yon pero ngayon mas naririnig ko
na. Kaya parang kailangan ko yatang umatras. <laughs> Lumalaki na yung anak ko.
A: Parang both happy and parang ini-itsa-pwera ka na <laughs> Pero happy rin ako na gusto na
niyang maging independent. And about adolescence, mas responsible na siya ngayon in terms sa
school work, yung chores niya sa bahay, kahit may helper may nakatoka silang work because I
don’t want them to be spoiled. Para din sa future, pag absent yung helper, he will survive.
Impact of Autism 75
Q: Pwede niyo ba ikwento yung first time niyo nalaman na may autism yung kapatid niyo?
B2: K’se nung nalaman ng parents ko, two years old yung kapatid ko, mga eight years old ako
ganon, so, yun mga eight years old ako non kaya ‘di ko siya masyadong naiintindihan mga
Q: Pero wala ka bang nakitang parang kakaiba muna, may mga “Daddy, ba’t ganon siya?” mga
ganon?
B2: ‘Di pa siya nagsasalita, nung mga two years old siya, ‘di pa siya nagsasalita. So, basically,
yung iba naman, ‘di siya ganon kahalata. Yun lang, hindi siya nakapagsalita saka ‘di siya gaya
nung ibang baby na ano, pag nilalaro-laro mo, ngingiti-ngiti. Siya, ‘di siya namamansin.
B2: Feeling ko, wala sa isip ko na may ganon. Parang ‘di ako aware na pwede mangyari yon.
Siguro, ano lang, late lang ‘yan. ‘Di ko siya masyadong iniisip no’n k’se ano ilang taon pa lang
B1: Na-diagnose ng paediatrician. Yung iba k’se, ah, nag-observe lang kami tapos sinabi namin
yung info. sa paediatrician. Then, sabi under observation muna and then after a month, nalaman
B1: Seventeen.
B1: Hmmm, gusto niya lagi siyang ano mag-isa ganon, ayaw niyang maki-mingle do’n sa mga
cousins ko, and then ano pa, parang lagi siyang, parang ang weird ng mga game niya.compared
sa ibang mga bata. Parang palo-palo lang ganon, ‘di katulad nung sa mga normal na kid.
B3: Ako, nalaman ko siya noong, sandali, ano nakalimutan ko na e…Mga 3 years old si Jonald.
So malamang mga 13 years old ako, 1st year high school. Brinief lang ako ni mama, may form
kasi a…nagshashake ng head, may checklist, yung walang eye contact. Yun, oo nga no…Wala
akong idea, alam ko lang special kids. Di ko alam yung mga classification. Iniisip ko lang na pag
times pass, mag-iiba…mag-iiba pa yan. Mawawala yung head banging nya, makakaeye-contact
siya. Wala akong paki dati, parang di ko naisip na kailangan pag-usapan. Wala, and I don’t
Impact of Autism 77
think…na pag-usapan ang mga ganoong bagay. Parang ang serious non para sa akin…Kasi ako,
di ko rin alam yung ganoon, habang tumatagal…yung first year college, ay second year pala,
nagtake na ako ng psych. Syempre, aware ka na. Na inform ka na e, kasi gumagalaw siya sa
system ng bahay, so malamang mag-iinteract din ako sa kanya. Kaya dapat alam ko yung ins and
outs niya.
Q: Pa’no siya in-explain ng parents niyo, parang family conference ba ito? Or kung ‘di niyo pa
B2: Ano, siguro ano, ‘di naman siya family conference na talagang diniscuss yung mga
mangyayari, pero parang pinaliwanag na lang nila na kakaiba siya, kailangang intindihin lalo na
yung mga, parang ano k’se parang magiging favourite siya k’se siya yung aalagaan, siya yung
pagbibigyan nung mga, nung mga regalo, yung mga ganong mga bagay. So parang kailangan
intiindihin na lang namin na special siya so kailangan, pero ‘di naman ibig sabihin no’n na ‘di na
pantay-pantay yung trato sa ‘min. Ano lang talaga, meron, merong dagdag sa kanya. Yun dahil
sa kanya. Tapos, basically, simple lang. pero nung tumanda kami k’se nung times na ‘yon, nung
nalaman nina Mama, sumali sila sa may autism group, mga parents. So, meron silang hand-outs,
hand-outs, libro-libro dati, tapos pag wala ako magawa sa bahay, binabasa ko. Kaya ‘yon, medyo
naintindihan ko na rin dahil sa mga binasa ko. Yun, do’n ko naintindihan yung mga behaviour
nila, kung bakit ganyan. ‘Di talaga as in, binilin ng parents namin yun lang, sinabi lang nila nag
anon na iba siya, na special siya, na baka dumating yung panahon na ano, kami yung kailangang
Impact of Autism 78
mag-alaga sa kanya k’se ‘di siya talaga magde-develop kagaya namin na tatanda and magsku-
Q: Kailan ka ganon na ‘I want to read about autism’ yung ganon? ‘Di ba nagbasa ka nga ng mga
books?
B2: Siguro mga, mga ten years old ako, mga ganon. Mga ganong time. Nung binasa ko siya
tapos nakikita ko yung mga symptoms, parang natatawa nga ako k’se “O!” Parang nakikita mo
nga yung mga symptoms, tapos yung nagpapaikot-ikot. Tapos yung laging nagta-tantrums. Mga
B2: Hmmm… Tingin ko since nalaman ko na rin na autistic nga kapatid ko, naging interested na
rin ako sa mga librong nakakalat sa bahay no’n. Saka nung time na k’se yon, sina Papa ang dami
nilang ano, ang dami nilang gusto malaman sa condition, talagang ano, nagpapadala sila ng ano,
from Brittanica. Talagang ang daming nakakalat sa bahay about autism. Naging interested na rin
ako.
Q: Ikaw po, kuya, pa’no in-explain sa inyo? And kailan mo siya fully na-understand?
B1: Nung una, k’se yung autism naman, ‘di naman, wala talaga ako idea d’on. May ka-
Churchmate k’se akong Mongoloid so nag-expect lang ako no’n nag ganon din siya mag-a-act,
Impact of Autism 79
‘di katulad nung normal. Sa explanation, sabi yun nga, may problem nga, so he needs comfort
nga sa ‘tin, saka kailangan niya ng mas maraming attention para ma-develop yung ano niya, para
ma-okay yung situation k’se wala namin may gusting mangyari ‘yon ‘di ba? So ayon. So ngayon
ang ginagawa namin, basta may free time kami, ayon, nagba-bond kami sa kapatid namin.
B1: Ah, ‘di naman ako nag-research, eh. Pero sumama lang ako do’n sa therapy center, do’n ko
lang nalaman na autistic na, six years old na ‘di pa nagsasalita ganon. So nag-expect na ako na,
Q: How did you feel nung nalaman mo na ganon pala mangyari sa kapatid mo? Mga reaction?
B3: Right after, ung reaction ko, wala lang…pero ngayon…ano ba? May difference yung right
after at ngayon. Iniisip ko pa kung ano. A…mas may paki na ko ngayon, di katulad dati. Yun
ngang dapat na di ginagawa, ginagawa ko pa rin…[laughs] pero syempre mas aware na ako. Pag
may nakita akong may special kids, alam ko na yung feeling. Di mo sila ipuput down, parang
normal pa rin ang tinggin mo sa kanila. May sense of hope ka sa kanila. Minsan iniisip ko nga,
B1: Una siyempre naawa ako. Pero siyempre, kailangan tanggapin wala naman, wala naman tayo
magagawa do’n. Basta, binigay siya sa ‘min, k’se may purpose, yun na lang yung ina-ano namin.
Impact of Autism 80
Q: Paano in-explain sa iyo ng dad or mom? How did they make you appreciate yung situation?
B1: ‘Di naman siya masyadong in-explain sa amin basta there’s something wrong. Basta ang
sabi lang sa ‘min, huwag niyong pababayaan ‘yan, parang lagi niyo siyang, yung binigay namin
love sa inyo dati, mas dapat bigay niyo sa kanya k’s may problem nga siya. Ayon lang yung
binabanggot sa ‘min pero hindi talaga siya yung diniscuss na parang ‘dapat ganito natin.’ Basta
B2: Wala naman talagang ano, ma-dramang ano, na nag-iyakan kami or… sila Mama siguro.
Pero kami, kaming magkapatid parang, since bata pa kami, parang walang ganong kalaking
impact, emotional nag anon. Pero kumbaga pero as the time pass by, slowly nalalaman namin
parang nakaka-cope na rin kami k’se since bata pa kami, alam na naming, medyo nasanay na
kami sa kanya. Indi na parang, ‘di na biglang nag-impact na ano, kahit na nalaman na namin
B2: Two years yung difference namin so mga five siya no’n.
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Q: Can you give one experience with your sibling na feeling niyo it touched you in a different
way or changed you somewhat? One experience, yung salient experience. Or something na ‘di
B1: Siguro ano, mas malambing siya sa ano kaysa sa akin. K’se dati pagdating ko ng five years
old, gusto ko nga ako na lang, independent na ako,eh. But then siya, pagka kunwari dumating
ako ng bahay, magki-kiss yon, magmamano pero ‘di naman niya naiinitindihan yung mga
ginagawa niya pero continuous yung ginagawa niya so talagang yung pagod mo mawawala.
B2: Sa akin siguro ano, nung na-diagnose siya, immediately nag-school na rin siya, special
school. So na-train na agad kaya ‘di namin masyado na-experience yung talagang yung mga
times na nag-ano siya, yung medyo Barbaric yung dating. So medyo na-train na siya kaagad siya
two years old pa lang. So, pa’no ba? Medyo conrollable na siya habang nung lumalaki kami,
yunlang pag nagta-tantrums. Pero kung papansinin, na kahit ganyan ‘di siya na kakaintiindi,
madali naman siyang, madali siyang kausapin, madali siyang utusan na ano. Minsan pag
makikipaglaro ka, k’se may time na dati, yun nga ‘di mo siya pwedeng istorbohin. Pero nung
nao, nag-ge-gain na siya ng eye contact, pwede mona siyang laru-laruin, ano madali siyang
matuwa. Ngitian alang tapos siya talagang tuwang-tuwa siya, tapos makikita mo talaga na yung,
yung tuwa talaga na parang bata, na kung tutuusin, malaki na siya. Kahit, kahit ngayong malaki
na siya, ngayon, especially ngayon, every weekend lang ako umuuwi. Pag nagdating ko sa
bahay, siya pa yung nagbubukas ng pinti, parang lagi siyang excited pag may dumarating,
kunwari ako or tatay ko. So talagang siya, lagi siya nagpapapansin, kunwari pag may ginagawa
ka kinakala-kalabit ka niya. Palagi siyang, yun nga, alambing yung dating kahit na tutuusin, ilang
Impact of Autism 82
taon na siya ngayon, thirteen, tapos parang bata pa rin siya na nangungulit-ngulit. Pag ‘di mo
siya pinapansin, talagang gagawin niya yung mga bagay na para pansinin mo siya. Minsan
nambabato pa ‘to ng kung anong bagay. PEro alam mong katuwaan lang naman ‘yoin k’se
nakangiti siya. Yun lang yung talagang nagli-linger sa isip ko, ano siya, malambing na mahilig
makipaglokohan. Iyon.
Q: So, since nung nalaman niyo yung diagnosis, may nakita or napansin ba kayong pagbabago
B1: Nung una, parang equal yung treatment sa ‘min pero after parang mas nagbigay kami ng
B1: Sa ‘kin k’se, ‘di ba, seventeen years old. May idea na ako na, ‘di naman ako bata na
B3: OK lang, naiintindihan ko naman. Matanda na rin ako e. Alam mo yon? Ayoko na rin
B2: Sa ‘kin, since baby pa siya and bata pa ko no’n, ‘di ko masyadong na-feel yung difference
nung before and after. K’se noon, meron talaga siyang special attention k’se baby pa siya. Parang
humaba lang yung baby span ng buhay niya k’se iyon. After nung tumatanda na siya, nagging
Impact of Autism 83
toddler na siya, na-diagnose na autistic siya, parang nagtuloy-tuloy lang yung ano, parang baby.
Nung tumatanda na kami nungkapatid ko, merong mga times na pagta-tanturms siya, nananakit
tapos minsan kami pa yung pinapagalitan na ‘Intindihin niyo na lang. Huwag niyo ng kulitin.
Pag may ginagawa siya, huwag niyo na lang, istorbihin, kulitin’ k’se talagang maaasar siya. Kay
ayon, yun lang, mas pinapagalitan yung, ;di naman mas pinapagalitan, mas iniisip ng parents
naming na mas dapat na intindihin namin yung kapatid namin. So parang naging mas adult yung
dating naming na mas lumaki, mas tumanda kami bigla ng konti k’se mas kailangan naming
Q: Pa’no kayo naapektuhan ng sitwasyong ito, I mean sa lifestyle ninyo, sa personal self, sa
family niyo? May mga pagbabago ba, na mga dati ginagawa niyo, ngayon ‘di niyo na ginagawa
B3: Wala namang nagbago, nagbago lang siguro ung sa kanya. Mas tumutok lang sa kanya.
Kunware, pagmanonood ng TV, e oras niya, pag Sponge Bob na…Dapat alam mo na yon. Wag
Q: Nakikipag-away ka ba?
B3: E minsan gabing gabi na e, pero ayaw pa e…Pero alam nya kunware 9 o clock na, kasi pag
sinabi ko na bumaba ka na diyan, baba siya, kasi pag di pa 9 o clock, tapos pinababa mo siya,
B1: Dati ano, may family bonding every Saturday sa mall. Tapos nung nalaman na namin yung
ano autism parang do’n na lang, family bonding sa bahay na lang. Tapos yung, nilalaro namin
B2: Wala ako masyado ma-remember nung before na ano, kung ano yung mga special ano, yung
mga nangyayari before. Kunwari k’se bata eh, ‘di rin naman ako lumalabas-labas no’n. ‘Di ako
pa-mall k’se bata pa ko no’n, eight years old. Walang, ano siguro, kung iko-compare sa normal,
sabihin natin normal na ano, mas restricted pag lalalabas k’se, minsan k’se ‘di mo siya
mapipigilan bigla na lang siyang magta-tantrums sa kung saan-saang lugar. And mahirap pigilan
minsan, especially ngayon ano, parang teenager na siya, kaya talagan sobra energy niya kaya
natatalot na sa kanya yung mga bata, eh k’se nasasaktan niya yung, pero yun lang, kailangan
lang namin talaga bigay yung attention, bantayan siya lagi. So merong mga times na- ‘di mo siya
pwedeng iwanan mag-isa. So yun yung pinaka-nagre-restrict, ‘di mo siya iwanan mag-isa or…
actually kahit nga, ‘di rin advisable na ikaw lang na kasama niya sa bahay k’se ngayon ‘di na
siya kayang kontrolin ng kapatid kong babae na minsan, malakas pa sa kanya ‘yon, eh
<chuckles> Kaya iyon, yun lang yung mga ano, mga parang changes k’se kung iko-compare mo
sa iba na mas, mas maraming restrictions in terms sa kailangan mo siyang, meron lagging dapat
eye na nakabantay sa kanya, ‘di pwedeng maiiwanan siya mag-isa. Compare mo sa iba nag anon
na katanda, gusto no’n parang gusto nga no’n siya na lang mag-isa or nakikitropa na sa kung
B1: K’se ‘di ba nga nursing yung course ko, naka-affect yung ano, yung course na ‘yon, naka-
affect yung condition ng brother. K’se nung high school, ang hilig ko Math talaga kaya akala ko
engineering or accountancy kukunin ko. But then nung ano, nung na-diagnose nga siya parang
nag-iba yung ano, yung gusto ko, parang as eldest do’n sa ano, may responsibility ako tulungan
Q: Kanina sabi mo, sa bahay na lang kayo nag-ba-bonding sessions ganon, ahmm, may mga
experiences ba kayo na you went out tapos, could you share kung ano yung mga ginagawa ninyo
before?
B1: Pagnagmo-mall naman kami, ang focus namin is yung ano, dalin siya sa playground ganon,
basta sa kanya lang lagi lahat, hindi yung magsha-shopping kami katulad dati. Yung parang
Q: Ahmm, may impact ba ‘to, siyempre lumalaki kayo, mga ibang tao nalalaman nilang may
ganon kayong kapatid, siyempre pag sa nagti-teenager kayo ganon, anong epekto nito sa inyo?
B1: Siguro, nung una k’se, parang kaka-diagnose lang, parang pag kunwari inaasar, sabi, inaasar
ganito yung kapatid mo, parang masakit k’se ‘di ba? Tapos nung banding huli na, ‘Eh ‘di sige,
asarin mo, okay naman ‘to. Mas malambing naman ‘to kaysa kapatid mo’ yung mga ganyan
<soft shuckle> Parang yung nabibigay niya sa aking tuwa, mas okay naman kumpara sa kapatid
Q: May mga instance ba, may mga experience ka ban a in-ano tapos ano yung ginawa mo?
B1: Siyempre pag inaasar, siyempre pag napikon ka, siyempre sasagot ka na, ‘Bakit mo
sasabihan ng ganon? Ganyan na nga tapos asarin mo pang ganyan.’ So, ‘di k’se nila
naiintindihan yung condition so, naisip ko na, siguro nga dahil ‘di nila naiintindihan yung
condition, wala silang kapatid na ganon kaya nila nasasabi, ‘di ba?
Q: Ahm, anong ginagawa mo, may ginagawa ka ba after ganon, explain to them?
B1: Ahmm, ‘di k’se ako yung after ng away i-e-explain sa knaila, ‘di ako ganon, eh. Hinahayaan
B2: Sa akin, wala akong na-anong experience na negative na niloko nila ako or inasar nila ako
dahil sa kaptid ko. K’se basically ‘di ko naman siya nashe-share, especially do’n sa mga wala
lang, acquaintance lang. Nasasabi ko lang siya sa mga taong lagi kng kasama, sa mga close ko na
ka-org na nakasama na nila yung family ko so, by the time sinabi ko sa kanila, parang ang
reaction nila, parang interested or yun nagtatanong. “Kumusta na?” parang “Ano na ginagawa
iya?” ganyan. Wala naman gnang-aasar. So, di siya ano, ‘di siya naging parang naging painful
experience sa ‘kin yung anon yung kapatid ko k’se wala naman tuksuhan dahil sa kanya. Parang,
marami nga natutuwa sa kanya pag nakita siya. Mga kaibigan ko, pag nakita siya, natutuwa sa
Q: Nakikipagkulitan…
Impact of Autism 87
B2: Oo, mahilig siya makipagkulitan pag nasa mood siya. Lagi nga, pag maganda mood niya,
lagi siyang nakangiti. Tapos, pag may mga bagong faces, ano parang yun, tinitignan-tignan niya
pero ‘di niya lalapitan, tapos ngingiti-ngitian. Tapos, habang pag tumatagal yung time, madyo
nakikipag-interact na rin siya, medyo nakikipagbiruan na rin niya, minsan kinakala-kalabit na rin
niya. So yun, wala naman, wala pang negative experiences with relating with my brother and
mga ano, ibang tao na, k’se kung meron man, yung mga nasasaktan niya na ibang tao, ano
naipapaliwanag naman and naiintindihan naman nila. Wala namin talagang nagalit dahil sa
kapatid ko. Yun lang, siguro yung mga batang nasasaktan niya, anon a lang iniiwasan na lang
siya pero ano, ‘di naman talaga nagkakaroon ng galit yung parents nung bata or so parents ko
dahil do’n sa nangyari. Naiintindihan naman nila. K’se ine-explain kaagad, kapg ano pag may
nakakita sa kaptid ko, merong nakipag-interact, ine-explain na kaagad namin na ganon yung
situation and wina-warn na namin siya kung ‘di maganda yung mood, huwag ninyo masyado
Q: So yun nga yung condition ng kapatid nyo, ano yung nagiging level of involvement niyo or
gaano kayo ka-close ng kapatid niyo? Pa’no niyo ide-describe yung relationship niyo with your
sibling?
B3: Takot sa akin yon, e…Ako kasi yung laging kasama. Pag-umalis si mama, sa akin naiiwan.
Sa akin pinakatakot. Minsan pinapalo ko, bawal pala. Minsan gumaganti na e…[laughs] Ayan
nga, kinalmot ako o… Lahat naman ng tao may difficulties sa pagdedeal sa ibang tao, diba?
Impact of Autism 88
Although it’s more difficult, it’s harder siguro, kasi sa ibang tao kung syempre normal sila, so
B1: Ah, ako, k’se yung second ‘di kami close, eh pang-third yung autistic. Mas close ako d’on,
mas naging close ako do’n lalo na nung malaman ko yung autistic nga siya, yun. Tapos, lahat ng,
B2: Siguro, ‘di rin naman ako k’se ganon ka-close sa family kung tutuusin. Pero sa kanya, mas
close, ganon yung dating k’se may mga times na may mga bagay na ‘di mo masasabi sa ibang
tao, sa kanya nasasabi mo k’se alam mo na hindi niya naiintindihan or ganon <laughs>. Basta
parang ganon mga tipo, parang alam mo, wala lang, nandiyan lang siya parang better than
nagsusulat ka sa diary na wala ka namang talagang sinusulatan talaga. Sa kanya at least, meron
talagang nakikinig. And pwede mo siyang kausapin talaga. So yun, k’se yung kapatid ko, yun
nga ‘di naman talaga kami close. Medyo minsan nagbibiruan. Saka dati k’se ano minsan, tabi
kami matulog no’n. Sa bahay, talagang pag kami yung naiiwan, okay kami. ‘Di kami nag-aaway,
‘di kagaya ng kapatid kong babae saka siya, basta ewan ko, meron silang, madali silang mag-
away yung dalawang ‘yon. Madali silang magkaasaran. Kaming dalawang magkapatid na ano
Q: Ano yung tingin niyo as a brother para matulungan niyo siya sa development niya? Saka
B1: Ako parang ano, second parent niya k’se nga ano, eldest ako sa magkakapatid, so parang,
pag mawala yung parent ako ngayon, ako na yung bahala sa kanya hanggang sa kung saan man
B2: Parang ano rin, parang ganon din. Pero ang medyo ibang case niyan sa ‘kin ano, ever since
nung nalaman ko yon, parang ano, since estudyante ako, ang dami kong times na wala sa bahay.
At the most, every evening saka weekends, yun yung nasa bahay ako nakikiapag-usap. So k’se
siya rin nagsku-school na rin siya. So, yung ‘di kami talagang, mas maraming naspe-spend na
time ng Mom ko so sila yung magkasama. Parang ganon din yung manyayari, ngayon wala pa
masyadong direct, direct na involvement na ako yung talagang mag-aalaga sa kanya k’se nag-
aaral pa ako. Si Mama talaga yung ano, si Mama talaga yung lagi niyang kasama. Pero
sinasabihan na kami ni Mama na saka ni Papa na, pagdating ng time na pag nawala na sila, kami
yung bahala talaga, kami ng kapatid ko mag-aalaga sa kanya. Sinsabihan ng aako ni Mama na,
k’se dati gusto ko mag-doktor, i-train ko raw si Ronald na maging parang tutulong sa ‘kin na.
mag-a-abot ng kung ano o taga-asikaso ng mga gamit para may gagawin si ______ pag tanda
niya. Saka para naman may kuwent- or meron siya magagawa. ‘Di lang siya, ‘di siya magiging
paingay lang pagdating ng panahon or pang-, pang-ano, siyempre magkakaroon din kami ng
family, ‘di siya magiging pabigat, dagdag na pabigat, talagang magiging part lang siya ng buhay
naming na makakatulong siya sa life naming, na mag-aalaga siya ng mga magiging anak, yung
ganon.
Q: Sa inyo po, may ganon din bang expectation yung mga parents niyo na, sinasabihan kayo ng
ganon?
Impact of Autism 90
B1: Bastaang paalala lang nila sa ‘min na kung mawala man sila, huwag naming pababayaan si
Donald. Saka na-a-ano din ako, ang autistic daw meron silang, specific talent na talagang ano
kakaiba, na don sa aspect na yon, do’n talaga siya magaling. Kaya parang naging proud ako sa
B1: Sa ngayon, wala pa naman k’se under therapy pa siya so inaalam pa kung sa’n siya
magaling.
Q: Ikaw, may nakikita ka bang potentials niya? Or ano yung mga interests niya or activities na
ginagawa niya?
B2: Siguro ano, sa paglalaro kahit nagpapasahan ng bola. K’se dati tinuturuan naming siya sa
bahay na sumulat-sulat pero parang ‘di niya gusto yon <laughs>parang ano, madali siyang ma-
distract. So yon, basta ano, masaya pag kunwari, basketball, pinapa-shoot namin yung bola sa
kanya, well, okay sa kanya yung mga ganong tipo. And takbo siya ng takbo, tinuturuan naming
B1: Pero kase sa kanya, pag walang pinapagawa sa kanya or something, tumatakbo-takbo si
Ronald. Minsan nagpapaikot-ikot siya ng mga bagay. Meron s’yang paboritong tali na
pinapaikot-ikot lang nya. Pero sinasabihan kame nina papa na h’wag s’yang isanay sa ganun.
So, parang binalgtad namin na i-involve s’ya sa mga activities namin, sa mga gingawa namin.
Impact of Autism 91
So, sinasabihan nga kame ni mama na kung pwede ilayo namin s’ya sa mga ganun. Medyo
kase nakakaintindi na s’ya kahit papano, kunware, manood ng TV, papaupuin nya ko para
manood. Tulad ako, pag nagko-computer ako, sabi nya, patabi ako kuya, habang nagk-computer
ako. Pati mga gawaing-bahay din, kunware pagnagwawalis or pag naghuhugas ng plato,
pinapatulong namin talaga namin sya kase parang training na rin, kase kailangan talaga I-involve
namin s’ya sa gawaing bahay para matuto s’ya. Kya yun, yun ung pinaka… hindi kame nagi-
involve sa mga activities nya, ung kame magpapainot-ikot din kame, weird. Or kunware
nagtatakbuhan kame sa loob ng bahay, so parang binaligtad na lang namin, parang part na rin ng
training nya na i-involve namin s’ya sa mga activities namin. So, para mas normal.
Q: Kayo, may tinuro ba sa inyo na experiences di ba, parang sabi mo kanina development, ano
B1: Basta sa ‘kin lang, natutunan ko lang, di dapat s’ya, di dapat tayo ung mag-aadapt sa kanya.
S’ya dapat ang mag-aadapt sa atin. Di ba kase, di natin dapat ginagawa yung mga ginagawa nya.
Mga kawirdohan, di ba? Dapat sya ung magbago, di ba? So dapat natin sya tulungan.
Q: May mga example ba kayo na, un nga.. na sya ung binabago nyo sa mga ginagawa nyo?
Impact of Autism 92
B1: Sa ngayon, ang hirap kasiniyang I-ano eh, imanage. Uhm, 5 years old na sya ngaun parang
nag-aact sya na parang 1 year old lang, ganun. Basta kunware nakikipaglaro ka sa kanya, tutulak
B2: Sa amin, marunong si Ronald na maligo, kailangan lang bantayan kasi mahilig siya sa tubig.
Sasabihin mo lang dapat na ‘uy, magbuhos kana, magsabon ka na.’ Medyo naiintindihan na din
niya kahit papaanp. Parang nakarecord na din sa kanya so hindi siya totallu handicapped
pagdating sa ganon.
Q: Alam na ba ng mga tao sa paligid niyo, like mga kamag-anak, friends, tsaka paano sila nag-
react?
B1: Sa amin kasi, nung nalaman ng mga relatives namin, nashock sila kasi wala naman kaming
history ng ganon eh parang siya lang naging ganon. Ang ginawa nial, bini-baby nila kapatid ko,
pag nakita nila, cute na cute sila sa kanya. Parang yung anak nila mapapabayaan nila yung
kapatid ko hindi.
Q: Sa friends?
B1: Sa friends? Hindi naman nila alam na ganon kapatid ko, hindi ko naman kasi sinasama sa
mga lakad.
Impact of Autism 93
B2: Ako naman, sa relatives sa mother side ko, meron siya mga ka-edad. Parang pinapasama
nila. ‘Uy, makipaglaro kayo dun.’ Pero siyempre hindi mo naman mapipilit kung ayaw. Andun
pa din special attention sa kanya. Tsaka MATAKAW KASI YUN EH. Mahilig kumain ng mga
junk foods so kailangan pagbigyan. Kahit sa ibang mag pinsan, tama na, sa kanya sige pa rin.
Kain pa rin ng kain. Isa yun sa mga special treatments. Dun naman sa father side ko kasi
madalang lang namin silang makita, sa Mindanao kasi sila. Pag dumadating kami, talagang
excited sila, lagi nilang nilalaro laro, kinukulit, nilalambing. Sa friends naman, ok naman, kasi
dati nakita na ng mga friends ko si Ronald (‘di tunay na pangalan). Naconfine kasi ako tapos
nagvisit sila, nakita nila kapatid ko. Natuwa naman sila sa kanya kasi malambing na cute na
mahililg maglaro kaya nga minsan pag-umuwi yung iba galing Baguio, meron sialng pasalubong
para kay Ronald, kasi alam nila na mahilig kumain ng kung anu-ano.
B3: Reaction ng ibang tao? Depende sa tao, syempre kunware kayo, amy alam kayo, pero yung
ibang tao, syempre, ewan ko. Feeling ko walang background talaga, pag walang alam talaga sa
autism, inaassume ko na, siguro, ineexpect na di nila maintindihan. Ewan ko, Pagnakakuta ako
ng special kid, ewan ko, wala akong paki-alam, so parang ganoon lang sila. Siguro parang
negative in a way, iniisip siguro nila na retarded. Siguro kung ieexplain ko sa kanila, iba yung
retarded sa autism. OK lang sa akin sa mga walang alam, pero dun sa mga may background na,
Q: Kung may babaguhin kayo sa perception ng mga tao sa autism, ano yun?
Impact of Autism 94
B1: Siguro sa akin, yung batang yun hindi naman niya ginusto na maging ganon siya so parang
B2: Siguro wala namna akong masyadong negative experience about it, siguro ano lang, wag
lang isipin na retarded kasi normal siya. Meron lang problem sa pagcocommunicate pero normal
lang. Natatawa lang ako sa mag tao ba meron iba, tinatawag nilang autistic eh hindi naman nila
B3: Maraming autistic na magaling…Siguro kasi sa mga walang background, isip nila autistic,
either slow or mababa, pero yung ibang tao na naman, kasit walang background, iniisip either
magaling or wala talaga – parang moron. Iba yung retardation sa autism. Iba yung mongoloid sa
autism. Tsaka yon, sa special kids, yung Down syndrome, yung mongoloid…Tapos, maraming
high functioning na autistic. Pero syempre, kailangan iexplain sa mga walang background yan…
Ano pa ba? Tapos, di kailangang mag-adjust ng autistic sa ‘yo, ikaw ang dapat mag-adjust
Q: Kung gagawa kayo ng commercial tungkol sa autism, paano niyo ipapaalam sa mga tao ang
autism?
B1: Ako siguro more on the normal side, nakikiinvolve siya sa mga ibang tao tsaka hindi naman
ganon ka harsh yung reality na magkaroon ng autistic na kapatid. Meron lang talagang problema,
putol yung link sa communication niya pero nakakaintindi siya. Madali nga siyang gumaya ng
mga ginagawa namin kaya delikado pag minsan. Kailangan itago yung mga posporo sa bahay
Impact of Autism 95
kasi nakikita niya kaming magsindi ng kalan, baka gayahin niya kaya dapat ingat. So hindi siya
B1: Sa akin siguro hindi ko ipapakita yung negative side, positive side siyemrpe para pag
nalaman nila na mas ok yung makakuha ng batang ganito, mas malambing baka isipin nila gusto
Q: Ano yung nakikita niyo for the future for your sibling?
B1: Siguro sa kanya ko na lang ibibigay yung time ko. Panganay kasi ako and malaki yung
responsibility ko sa kanya. Gusto ko nga buong life ko spend ko nalang with him.
B2: Ako siguro, magkatulong kami ng isa ko pang kapatid sa pag-aalaga kay Ronald. Kahit
siguro may mga families na kami, andun pa din yung aalagaan namin yung kapatid namin.
Q: Ok, thank you for sharing your experiences and insights with us.
Impact of Autism 96
Interview
Q: Ano po yung background ninyo po sa autism and what were you perceptions then before you
got into teaching? Paano po kaya napunta sa pagtuturo at ano po yung mga factor na nag-lead sa
inyong decision na magturo ng mga kids na may autism? Ikuwento po naman ninyo ang inyong
teaching experience.
A: Actually, yun nga, nung college ako, wala sa isip ko na magtuturo nga ako ng special (kids.)
Nag-intern lang ako sa special school, sobrang na-touch ako, “Ah, may mga ganito pala.” K’se
‘di ba sa Psych, more on sa mga abnormal k’se nung college ako ang na-encounter ko no’n ay
yung mga nag-break down, so yungmga nasa mental, mga schizoid, paranoid, manic (-depressive
syndrome) yung mga ganon. Yun yung mga na-encounter ko non saka nung nag-intern ako,
napunta nga ako sa isang special school, don ko lang na-ano na “May mga bata pa lang ganito.”
And I was so touched na parang at a young age, actually ‘di na nga sila young eh, siyempre isip
nila bata, eh. Do’n ko na-encounter na, imbis na maawa sa kanila, they need help. ‘Di naman
pwede mo silang laging kaawaan. Ang kailangan nila is yung tulong. Nung ng-work ako,
napunta ako sa isang school, pre-school, pero na-bore k’se parang walang challenge. K’se typical
na bata, na makulit ganon lang. Tapos nag-apply ako sa isang school na mixed siya, ng regular
and special. Then na-assign ako sa regular and sa special kids then. K’so nagkaroon ng problem
pagdating do’n k’se yung school na ‘yon, k’se yung kami, yung staff, yung manpower ‘di na
namin maibigay yung quality of education sa mga special kids na ‘to. K’se I’ve learned na as
much as possible kailangan na matututukan mo talaga sila. So ‘di talaga pwede yung katulad sa
Impact of Autism 97
pre-school na kaunting instruction lang, kailangan matutukan talaga. Hindi k’se nabibigyan ng
maayos na turo yung mga batang yon. And then nagkaroon pa rin ako ng conflict sa school,
biglang nag-tantrums siya sa sobrang laki niya, kinaya yung ibang bata, so yung ibang bata
nasaktan. So, I talked to my boss ayon nagka-conflict kami and nag-decide ako na aalis ako after
pagkatapos ko school year, aalis ako. And iyon nagpaalam ako sa mga parents tapos parang
nalungkot sila sa decision tapos it turned out na they asked me na mag-put up ako ng school. Eh
sa school nay un, ano ten lang sila (special kids), nag-comment sila na magput-up ako ng school
tapos lahat sila lilipat. So, iyon yung isa sa mga reason, k’se sobrang ‘di kami nakapag-prepare.
Kumuha lang kami ng lahat ng permit, kaya sobrang biglaan. Sobrang na-shock kami. Pero good
thing, yung boyfriend ko k’se O.T. (occupational therapist.) So medyo good ung combination
namin, yung partnership namin. K’se kung magbabayad ka ng therapist para sa isang special
child pinakamababa na, kung licensed siya and talagang experienced siya, pinakamababa is 600
(Php). And kung nagsta-start ka ng school, hindi mo maa-afford na magbayad ng O.T. Kaya
nung nagtayo kami ng school, kami lang dalawa, wala kaming kinuhang staff, kaming dalawa
muna. So, we worked out muna kung paano ima-manage yung school and iyon, it tuned out
naman ng okay. So, when it comes sa mga autistic child, kailangan mo nga ano, ahmm, gine-
generalize ko na lang silang lahat kung paano sila i-handle, paano sila i-treat. K’se ‘di ba yung
autistic child k’se, sila yung may mga kakaibang behaviors. Actually sa mga autictic child
importante sa kanila yung ano, anong tawag don? Ahmm, yung early intervention. K’se nakita
ko na yung mga autistic child na may ano, yung hindi good yung early intervention nila, ano
rin siya k’se ‘di ba ang target mo sa isang special school is to normalize them. ‘Di naman talaga
natin sila magagawang normal eh but then you can normalize them sa environment na
Impact of Autism 98
ginagalawan nila. So, nung nag-start kami, yung school k’se namin, nagke-cater do’n sa mga
child and adults. So sa mga autistic naming, lalo na yung mga child, ang ginagawa naming is
one-on-one early intervention para talagang naibibigay namin sa kanila mga one or two hours ng
klase, so para talagang nabibigyan naming sila, natututukan namin sila do’n sa mga needs nila.
K’se sa mga autistic child kelangan nila yung, what do you call that? Ahmmm, sandali lang hah?
Ahmmm, yung ADL, Activities for Daily Living. Importante k’se sa mga autistic child, k’se
karaniwan nagsta-start, ganito k’se, karaniwan two (years old) nada-diagnose na autistic ang
isang bata. Nada-diagnose na yung bata na may autism by two so importante sa kanila yung
ADL, yung pagkain, yung paglabas, yung pagwiwi, pagpupu so yun yung mga first na tina-target
namin. Ayoko na k’se yung mga maliliit na bata na ‘to na ‘di sila natuturuan kahit na sabihin mo
pang groups of five lang sila. Pag sinabi mo talagang nakatutok kami, k’se yung school namin
‘di kami nag-a-accept ng marami. Meron kaming class of adults sa umaga and then class of early
Q: Nabanggit ninyo po kanina na nag-intern kayo sa isang special school. Before po ano po ang
alam ninyo about autism, and ano po yung mga perceptions po ninyo dati tungkol sa autism and
A: Actually, wala akong idea nung nag-intern ako. K’se nga tulad ng sabi ko sa iyo, yung mga,
kumbaga exposed ako sa mgamay mga personality and mental disorders, yung mga manic,
schizoid. Yan yung exposure ko. Kaya nga nung nakita ko sila ‘di ko alam kung anong tawag sa
knaila, na autistic ‘to. Bukod sa Down’s syndrome hah? Siyempre kahit naman yata sino, kahit
na well-informed alam pa rin nila kahit na ‘di Down’s Syndrome yung tawag nila, alam pa rin
Impact of Autism 99
nila na ito yon. Pero ito palang hinahawakan ko ay Fragile X, ah ito autistic. Wala akong idea,
nag-research lang ako. Bukod sa ano, synopsis of psychiatry lang. So ayon, dahan-dahan ko siya
natutunan k’se ano three months lang siya. Within three months na yon, basta talagang pinag-
aralan ko siya k’se in-adopt ko lang kung ano yung mga sasabihin sa akin ng mga teachers don,
yun lang. Kumbaga yun yung first encounter ko, first training ko. Buti na lang, good thing din
yung napag-internan ko. K’so ahmm, d’on sa napag-internan ko nakita ko talaga na ang
ginagamit nila is torture k’se alam mo ‘yon kapag nagmi-misbehave na yung bata, kumbaga
kung mahina yung ang heart, madudurog siya mo k’se talagang hini-hit nila yung mga bata. Pero
sasabihin lang nila sa iyo or sa parents na nadapa or something. K’se mina-manipulate nila. They
know na yung ibang bata d’on non-verbal, lalo na yung mga autistic child, non-verbal sila. So‘di
makapagsumbong yung bata. Kaya iyon, do’n ako na-expose sa ganong klase, k’se puro mga sila
mga lalake and actually ‘di naman sila mga therapist. Siguro kung ma-e-encounter ko sila
ngayon, tatanungin ko ba’t wala silang therapist. So ano masasabi ko sa mga autistic na child?
Actually kung matuturuan mo silang ma-normalize, alam mo, napaka-galing nila. K’se meron
akong, ano kung made-develop mo sila kung sa’n sila magaling talagang masasabi mong
magagamit mo sila sa maraming bagay. Sabihin man natin na ‘di sila yung palagi mong
maasahan, di sila magaling sa academics pero may mga aspect na magaling sila, na pwede mo
silang asahan sa bahay and meron silang, k’se yung mga autistic na child meron sila nung, ano
nga tawag don? Ahmmm, splinter skills. Sobrang, ma-enhance mo lang sa kanila, grabe sobrang
mapapakinabangan mo sila.
Q: Ano po yung initial reaction ninyo po nung ma-expose po kayo sa kanila? Ano po yung
A: Yun nga sabi ko nga sa iyo, nung first time na ma-encounter ko sila, ‘di ko alam na autistic
sila. ‘Di naman ako well-versed sa mga ganyan. Pero nung nag-work na ako, yung talgang
formally nagwo-work na ako, do’n nalaman ko yung mga needs nila kung paano sila mag-
function, na may mga routines pala sila. Iba-iba yung mga strategy na pwede mong gamitin sa
kanila. May strategy na, na ginagamitan ng cue cards, mga ganyan. Reaction ko sa kanila nung
makita ko sila? Parang nakakatawang, masarap turuan. Yung iba mahirap turuan, yung talagang
wala kang makuha from them kaya nga sabi ko kanina, kung ‘di maganda yung early
intervention nila. Parang nagsisimula ka talaga from zero. Pero ang nakakatuwa don, kapag ikaw
yung nag-start, yung ikaw yung talagan nagsimulang magturo sa bata, ta’s nakikita mo talaga
yung development nila; natututo na silang magbasa, natututo silang magsulat. Yun nga lang the
fact na natuto silang humawak ng pencil, sobrang matutuwa ka na. Alam mo yon? Sobrang,
sa pagtuturo k’se sa mga batang ‘to as much as possible ‘di masyadong mataaas yung
expectations mo k’se ikaw din madi-discourage ka din. K’se ‘di ba? Kaya kailangan na i-balance
mo, don’t expect too much from them, kelangan nila yung help. Pero kung talagang, makikita
mo naman yun, eh, mararamdaman mo naman yun eh. Kahit sinong bata, kahit anong case pa
niya, alamin mo kung hanggang saan sila, Kung hanggang saan sila, huwag mo silang ipu-push
too much. Parang din silang tayo, ‘di ba parang tayo eto lang yung load natin for the day. And
ano yung naïf-feel natin? ‘Di ba minsan nahihirapan din tayo, nastre-stress din tayo. So ganon
din sila. Huwag natin sila masyadong i-pressure k’se kaya nga ‘di ba sila special children, special
child, so kailangan ng sobrang mahabang pasensya. And imbis na magalit ka sa kanila, ahmmm,
i-appreciate mo na lang yung mga little things na nagagawa nila. Sobrang kailangan nila non.
Impact of Autism 101
Kahit na paulit-ulit mo na silang vine-very good, pine-praise, okay lang yon k’se masaya sila
don, eh. Sobrang babaw lang ng kaligayahan nila. May mga things na ‘di nila naa-appreciate,
yung mga things na pinag-gagagawa mo, I thinknaman naïf-feel naman nila yung love na
pinapakita mo Sa mga child na ‘to, kailangan talaga nila is yung love. Alam mo, ahmm, parang
k’se yung iba, yung real world nila, minsan na ne-neglect sila, ‘di sila naaasikaso. Meron nga
kaming estudyante, na thirteen or fourteen na ba ‘yon? Never siyang nakapanood ng sine. Kaya
nung nilabas namin siya, sobrang ang saya-saya niya. Kaya iyon, parang iyon, k’se nga limited
sila, k’se mahirap silang ilabas, magulo sila, so parang ‘di sila nabibigyan ng chance. So kung
ako, nagput-up ako ng school , ‘di ko (lang) sila pagagalawin sa four corners ng school ko. Gusto
ko, inilalabas sila, ah magsww-swimming, yung gagawin din nila yung mga bagay na ginaagwa
ng mga bata. Inilalabas naming sila sa park, manood kami ng sine, nakiki-birthday kami kung
kani-kanino, kung nao meron, pumupunta dinkami sa mga amusement park, alam mo yon? One
time nga pumunta kaming Enchanted (Kingdom), eh ang lalaki nila. Meron kaming isang bata,
ang taba-taba niya eh ang gusto niyang sakyan yung pangbata. Eh. Siyempre ‘di naman lahat ng
tao naiintindihan yung case nay un yung gusto nilang sakyan k’se feel nila mga bata sila. Saka
ayaw din nila ng mga sobrang matataas, sobrang nakakatakot na mga rides. K’se ang feel nila ‘di
sila fit don, ang gusto nila yun ngang pambata. Kaya talagang “Sige na, please, pagbigyan nyo na
po.” Yung talagang nagbe-beg na, good thing mababait din yung mga nagbabantay sa
Enchanted. Alam mo yung kahit na, kahit na alam nilang masisira yung ano, feeling nila masisira
yung rides, pinagbigyan nila yung mga bata. Alam mong sobrang nakakatuwa nowadays, yung
mga tao kahit paano nae-expose na rin sila. Like for example, nung sumakay kami ng LRT,
Santolan. ‘Di kami nagbigay ng notice, basta na lang kami dumating do’n. So nakita namin na
special attention kami don, nagbigay sila ng seats. So talagang na-enjoy ng mga bata. So, iyon
Impact of Autism 102
pag ikaw naging teacher, always understand their situation. K’se may mga problem ka na mae-
encounter na, actually ‘di yung mga bata. Yung mga magulang. Ako, sobrang kaya kong
intindihin yung situation ng mga bata, ang ‘di ko minsan masikmura yung mga magulang k’se
sila yung magulang, sila yung unang nagbibigay ng dead end sa mga anak nila. Pero as teachers,
kailangan din naman natin sila intindihin siyempre, ‘di naman ikaw yung gigising sa umaga and
tititigan mo yung anak mo parang ‘di ba? Tititigan mo yung anak mo parang ‘Pa’no yung anak
ko? Pa’no pag patay na ko? Sino mag-aalaga sa anak ko?’ Parang ‘di ba? Masakit sa part nila
yon kaya talaga minsan pinipilit ko na lang sila intindihin. Kaya may mga mae-encounter kang
mga bata and mga magulang na talagang gusto mong sukuan. Pero ‘di mo pwedeng sukuan k’se
‘di mo iisipan lang na it’s your job. Huwag mong isipin na job mo lang iyon. Isipin mo rin na
ministry mo ‘to, na nagse-serve ka rin kay God na gagawin mo ‘to para ma-please mo si God.
K’se talagang, ako dumadating sa point na gusto ko ng sukuan. Minsan k’se pasaway na yung
bata, pasaway pa yung magulang, pasaway pa yung mga staff mo, parang ‘Ah, gusto mo ng i-
close’ pero maiisip mo ‘Pag nag-close ako, pa’no na yung mga batang ‘to?’ Alam mo yon?
Minsan parang iniisip mo na lang, huwag mo nang isipin yung sarili mo. Isipin mo na lang yung
mga bata na kine-cater mo, na kailangan ka nila. Actually kanina before ako mag-gym, merong
mommy, actually umiiyak siya. K’se lumalaki na yung utang nila, magmula Feb. pa. Sabi nung
Daddy, tigil na raw and parang “Ako”, sabi ko sa kanila, “’di ko naman kayo sinisingil.” K’se
ayoko silang singilin k’se parang ‘Kung magbabayad kayo, magbayad kayo. Kung wala kayong
ibabayad, wala kayong maririning sa ‘kin.” K’se nga for me parang ayokong, ayokong dahil lang
sa ‘di makapagbayad, though it would mean na makapagbayad ka k’se nagbabayad lang, nagre-
rent lang ako, nagbabayad ako ng mga teachers, nagbabayad ako ng mga bills, nagbabayad ako
ng tax so it matters na magbayad ka. Pero ano lang yun, dahil lang ba sa pera parang yung bata-
Impact of Autism 103
matitigil na, parang ano pang mangyayari sa kanya? Sobrang delayed na nga siya, made-delay pa
dealing with autistic children, yung kailangan po ng patience, huwag masyadong mag-e-expect,
kailangan ma-appreciate yung mga little things. Aside po don, ano pa po kaya yung dapat na
A: Actually, depende, depende sa bata, eh. Minsan ‘di pwede yung ganitong strategy o depende
kung ano yung taste niya. Depende iyon, k’se tingnan mo, yung bata before sila ipasok sa iyo,
Program). From there, titingnan mo yung behavior ng bata, iyon kung yung bata kailangan ma-
modify yung behavior niya, so dapat do’n beahvior mod (behavior modification) yung need nung
bata. Dapat strict and firm, Kapag sinabi mong ‘sit down’ sa bata’ sit down. K’se karamihan lalo
na kapag behavior mod, ang hirap paupuin ng mga ‘yan. You have to put them in a avery small
room, room na wala masyadong toys, room na wala masyadong pictures. Nabasa ko yon sa isang
book na sa States daw k’se ang school don, walang posters, walang pictures ‘di katulad sa ‘tin ‘di
ba? Lalo na pag autistic child daw, mas limited yung attention, di sila nakakapag-focus. Eh, di ba
nga yun yung problem nila? ‘Di sila nakakapag-focus, wala nga silang eye contact. ‘Di mo sila
lalo mapapa-focus kaya kami ilalagay namin siya don para ma-behave siya. So, behavior talaga
niya yung tina-target talaga sa kanya. Pero meron ding ‘di mo makuha sa firm, kailangan
case basis lang yun kung ano yung mag-wo-work sa bata saka kung ano yung alam ng magulang
Impact of Autism 104
sa bata. Tapos, sinasabi ko sa mga teachers ko’pakiramdaman ninyo kung ano yung sa tinging
nyong effective’ ngayon kung ‘di effective sa kanya, k’se pag nagtuturo ka ng bata, ng special
child para kang nag-e-experiment kung ano fit para sa behavior niya k’se kahit sabihin mong
lahat sila autistic, iba-iba yung mga strategy na pwede mong ibigay sa kanila. Kahit sabihin
mong magkakasama sila sa iisang klase, halimbawa.iba-iba pa rin yung mga strategy na pwede
mong ibigay sa kanila, kung paano mo sila tuturuan, kung paano mo sila pasusunurin, so
A: Oo, kailangan versatile ka na kailangan na kung eto yung need ng bata, ito yun yung ibibigay
mo. Kung masyado siyang makulit, kailangan mong maging firm sa kanya. Ganon iba-iba. K’se
kapag nagdi-deal ka na ng mga bata saka mo lang ma-a-ano kung yung mga strategy na ibibigay
mo eh. Once na nandon ka na, actual na, do’n lang maglalabasan kung ano yung mga strategy sa
pagtuturo, strategy sa pagmama-manage, alam mo ‘yon? Do’n mo lang makukuha yon, do’n sa
actual na.
Q: Nabanggit mo kanina may mga point po na nadi-discourage na po kayo, parang gusto nyo
nang mag-give up and close the school, napapaisip po kayo. Ahmm, before po ba kayo magturo
and i-start yung school at ngayong rin na nagtuturo kayo, may mga points po ba na nag-hesitate
kayo o instances o mga taong o mga bagay na napadalawang-isip kayo? And ngayon po, ano po
A: Nung nag-start ako, walang hesitation. Ano yata ako, ipinanganak akong malakas ang loob.
Actually ano lang ako non, 23 years old, ‘di ako ano, yun nga malakas yung loob ako. Ano k’se
ako, sige-sige. Ganon yung attitude ko parang laging ano ako ‘kaya ko, kaya ko.’ Magpe-pray
ako, iga-grant ni God ‘yan.Siyempre dumadating yung mga times na nadi-discourage ka ‘di dahil
sa bata, nagkakaproblema ako sa staff. K’se ‘di k’se ako strict sa staff and feeling ko minsan
naba-bypass na nila ako. Nagkakaproblema ako minsan, late darating, absent. ‘Di k’se ako, ‘di
nga k’se ako strict. Ayokong, k’se naka-encounter ako ng strict na boss na nangangatog ako sa
takot. Ayoko din k’se na gaganunin ko rin sila. Ni-re-respect ko sila. Yun nga lang minsan, too
much na yung pag-gi-give ko sa kanila na minsan na na-a-abuse na ako. Na kaya minsan parang
gusto mo na lang isuko. Tapos at the same time yung mga magulang parang, alam na nga nila
yon, parang ‘di pa sila ganon ka-concerned, minsan parang mas nafi-feel ko pa na mas ako pa
yung nagke-cater sa kanila, na mas ako pa yung alam mo yun? Na gusto kong ma-develop ko
‘tong mga ‘to, tapos bibigyan ka na nila ng dead end, bibigyan ka na nila ng alam na nila kung
ano yung case ng anak nila, na alam nila kung hanggang saan lang yung anak nila. Minsan gusto
mo ng sagutin, “Alam nyo na pala, ba’t nyo pa pinag-aaral?” Minsan gusto mo na lang silang
ganunin pero siyempre hindi. Kailangan mo silang i-respect, kailangan mo din silang intindihin.
Minsan k’se nakaka-drain din na, ang dami na nga ng problema mo, kailangan mo pa intindihin
lahat ng tao. Isang sobrang nakakapagod yung iintindihin mo yung staff mo, iintindihin mo yung
case ng mga estudyante mo, mga magulang parang wala ka ng gagawin sa buhay mo, eh
iintindihin sila. Eh pero siyempre ako, parang gusto ko na mag-stop parang at this age, ngayon
25 na ako, parang “Ah, ayoko na. Nato-torture na ako sa inyo.” Parang ganon. Gusto ko lang na,
siguro kung nagwo-work lang ako, ‘di ko po-problemahin lahat yon. Problema ko lang yung mga
estudyante ko, kung may problem sa magulang, bahala na yung admin(administration) don. Sila
Impact of Autism 106
na yung bahala sa management, so parang ganon. Eh, siyempre parang naiisip mo rin naman,
sino na mag-aalaga sa kanila? Sino yung magke-cater sa mga batang ‘to? Alam ko maraming
school pero knowing yung fee ng school ko and yung ino-offer ko, sobrang ang layo ng fee ko sa
fee ng ibang school. Tapos meron pang pro bono. Imagine ‘di naman ako big school. So yung
nga, sabi ko nga sa iyo, alam ko, when I die lahat good thing na ginawa ko sa isang tao, do’n ko
makukuha yung mga ano ko, yung gifts from God. So, yun yung iniisip ko palagi na lahat ‘to,
may kapalit pag nasa heaven na ako. So, yun na lang yung pinapasok ko sa isip ko kahit na
talagang nade-drain ka na. K’se I have a plan of working abroad pero parang nagiging burden
naman siya sa akin ‘Pa’no naman yung mga estudyante ko?’ Parang pag nagpunta ako ng States,
parang ano ba? Sino pa bang school na mag-a-accept sa kanila na kahit ‘di ka na makabayad, ok
lang, kahit may utang ka ng 30 000 (Php) ok lang. Parang ‘di ba ? Ang hirap no’n eh parang
dapat ko bang isipin yung sarili ko o kailangan kong isipin yung ibang tao? So isa pang nakaka-
drain yung iniintindi mo sila, ang dami mong sina-sacrifice para sa kanila tapos wala ka namang
makikita kahit kaunting sa kanilang difference. So yung yung pinaka-number one reason. Pero
when it comes sa mga estudyante, never ko silang gini-give up, na dahil sa kanila made-drain
Q: Besides po sa pagiging teacher sa mga estudyante ninyo, ano pa po kaya yung role ninyo to
them, to the individuals na may autism po? Or paaano ninyo po made-describe yung relationship
A: Actually, pag teacher ka dapat lahat, dapat nga versatile ka. Yaya ka na, nanay ka pa, teacher
ka pa, alam mo ‘yon? Lahat. Caregiver ka pa, lahat. Playmate ka, yon yung number one na ‘di ko
Impact of Autism 107
tinatanggal kapag marami silang good thing na nagawa, meron talaga akong time na
nakikipaglaro ako sa kanila, na umaakyat ako ng slide, na kahit mukha akong eng-eng. Tapos
nafi-feel nila na they belong. K’se ‘di ba nga minsan k’se na-a-out na sila palagi. So, kami
pinafi-feel namin na may times na teacher nyon kami, may times na playmate nyo kami. Pero
lahat siyempre yon, may limitation. Kaya yon, yung mga role nyo. Their firend, counselor. Yon
yun yung number one sa magulang: counselor. Siyempre yung mga magulang, ibinubuhos nila
yung mga problema ng mga anak nila. Ikaw magte-take ng lahat no’n. Kaya by the time na
matapos kayong mag-usap, “Ahhh…” Ang bigat na rin ng loob mo. Pero siyempre role mo yon,
walang ibang pwedeng malapitan o makaintindi sa case ng anak nila kundi yung teacher din
nila. So, ikaw pagmagtuturo ka sa kanila, ready ka sa mga bagay na ganon. Alam mo yon dapat
kayanin mo yon. K’se talagang parang, minsan parang ang tanda-tanda, doble sa edad mo,
umiiyak sa harap mo. Parang ganon eh, katungkulan mo yon eh. Dapat mo yun gampanan.
Q: Ma’am, nabanggit nyo po kanina na nakapagturo din kayo ng regular and special kids, pa’no
A: Bukod sa naka-focus kami sa ADL, para ka ding, pag nagtuturo ka ng special and regular na
child na pre-school ‘no? Parang pareho. Bakit? K’se minsan yung level nila pang pre-school.
maiintindihan nila. Sabi nga ng boss ko noon, yung pinaka-pinakabobong paraan ng pagtuturo,
yun yung isipin mo k’se yun yung effective sa kanila. K’se parang bata nga sila eh, ‘di mo sila
pwedeng turuan na level mo, na kailangan maging magaling sila, though oo, dapat maging
magaling sila pero yung way na pinakamaiintindihan nila. So yun yung parang pareho yung
Impact of Autism 108
strategy ng pagtuturo, yun nga lang the difference is, naiintindihan ka ng mga kids, ng mga small
kids, mga regular. Eh yung mga autistic, there are times na ‘di ka nila naiintindihan. Kaya paulit-
ulit lalo na kung minsan uulitin lang yung sinabi mo parang “aaaahhh…. Huwag mo ‘kong
ulitin.” So kailangan ipaintindi mo sa kanila yon. And yung mga activities nila, task analysis. ‘Di
katulad sa pre-school, eto yung way ng pagbrush ng teeth, o put toothpaste, up, down, up, down.
Pero sa special, meron kang cue cards, naka-task analysis na yan, ide-demo (demonstrate) mo pa
yan sa pinakasimpleng paraan. Halimbawa, pagwa-wash ng hands, “First thing na gagawin mo,
open mo yung faucet, tapos iwe-wet mo yung hands mo” alam mo yon? Sobrang basic. ‘Di
katulad sa mga regular na set-up eto yung way ng pagwa-wash ng hands, o sige ayan tapos.
Naiintindihan ka na nila. Sa autism, effective sa knaila kapag naka-task analysis para ‘di sila
masyadong ma rumble-rumble.
Q: Pag-usapan naman po natin yung relationship with the parents. Kanina po marami kayong
nababanggit na, may mga certain na nakaka-discourage na po, pa’no po ninyo made-describe
yung relationship ninyo with the parents and gaano ka-importante yung parent involvement pos a
A: Iba-iba yung mga parents na ma-e-encounter mo. May mga parents na natanggap na yung
case ng mga anak nila. Merong nakikipag-bargain pa na “Hindi, ADHD lang yan” pero
nakalagay sa assessment na child with autism nga. Iyon, iba-iba yun, depende sa magulang. May
natanggap na nila, may nagba-bargain pa sila, or may totally ‘fi pa nila natatanggap. So,
pagkaganon yung mga cases iba-iba yung pagdi-deal mo. As much as possible, friend ko yung
parent ‘di yung tinitingnan nila ako as staff. Minsan ang pino-problema ko sa parents, eh yung
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sobrang younger ako, parang tina-try nilang i-manipulate ako. Siyempre natural yon eh, Filipino
style yon eh. Pag mas bata ka, aanuhin ka ng mga magulang. Taken na teacher ka nila (autistic
kids), kailangan maging strict ka din sa position mo na, “Hindi, ito yung position ko” sila yung
susunod sa akin. K’se minsan “Teacher, turuan nyo na ngang mag-read yan k’se ganyan-ganyan
yan.” Sige pero alam mo yon? “Hello? Marunong ka pa sa ‘min. May IEP yan.” Do’n sa
involvement ng parents, sobrang importante yan k’se for me, useless ang pag-aaral ng bata kung
walang involvement ng mga parents. K’se kahit sabihin mong nagsku-school yan, mahaba pa rin
yung oras nila na nasa bahay nila. Halimbawa, maraming beses na na-e-encounter ko ‘to.
Tuturuan mo yung bata sa pagto-toilet. Pagdating sa bahay, naka-Pampers. Do you think napa-
practice nila yung tinuturo mo? Siyempre hindi. So, ngayon, the more nakikipag-cooperate yung
parents sa iyo, mas yung natututunan ng mga bata. Parang yung ano working namin, hand-in-
hand, tulong-tulong kayo, na parang ‘O ganito sa school’. Padalhan mo yung mga parents ng
mga reports, ng mga strategy na dapat nilang gawin tapos makikipag-usap sa iyo yung mga
parents kung ano yung nangyari, ganyan. So yon kung nakikipag-cooperate sa iyo, sobrang okay
na yon. Magaan para sa iyo na magturo ng bata pero karamihan sa mga parents na in denial pa or
nasa bargaining stage pa, ang hirap k’se alam mo yon? Parang lagi kang dead end na “kayak o
nga dinala sa inyo, para maturuan ninyo.” Parang ‘di ba? Di kami 24/7 na nakabantay sa bata, ‘di
naming mamo-monitor yung bata every now and then. So, mas mahaba pa rin yung oras sa inyo.
Kaya pagdating sa bahay parang balewala. Tapos tatanungin ka nila, “Teacher, bakit pag sa inyo
sumusunod, pag sa amin, hindi?” Parang gusto mo sabihin, “Hello? Makipag-cooperate kaya
kayo para maintindihan ninyo kung bakit.” K’se gusto ng ibang parents na magbabayad sila sa
inyo para maturuan mo yung bata, gusto nila wala silang ginagawang part para matuto yung bata,
kaya parang “Hello? Magic ba yon?” So yun yung number one na ano, may maririnig ka na
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parang ipinapamukha nila sa iyo na nagbayad sila and ‘di ka effective. Alam mo yon? ‘So, yon
nakakadiscourage. Parang ikaw ginagawa mo yung best mo tapos wala kang makikita sa
kanilang difference, tapos sila pa yung magrereklamo. Parang “Sige, turuan mo yung anak mo,
sa iyo na yung binabayad mo” parang gusto mong sabihin yon. So, pero hindi yon, sabi ko nga sa
iyo, ‘di mo sila pwedeng ganonin. K’se di naman ikaw yung gigising sa umaga na tititigan mo
yung anak mo. K’se for me, sabi nga nila, i-put yung sarili mo sa shoes ng mga parents para
maintindihan mo sila. K’se siyempre masakit yon, lalo na sa isang nanay, masakit yon na
makikita mo yung anak mo na “Anon a yung magiging future niya?” And lalo na sa isang tatay
na insulto para sa kanya yon. Sa totoo lang, parang tatlong tatay lang yung nakikipag-cooperate
sa amin. Yung iba diyan, sasaktan pa yung anak nila k’se ‘di nga nila mapasunod. Makikita mo
na lang may pasa, sabihin nila nabangga. Alam mo yon? Parang kung nakikipag-cooperate lang
sana kayo, ‘di kayo mahihirapan na i-manage yung mga anak ninyo. So, kapag okay yung
magulang, okay yung learning ng bata, mas mabilis.mas makikita mo yung effect ng program,
Q: Ano po yung common concerns ng mga parents sa learning ng kids nila? Ano po yung
A: …Actually ang maririnig mo na complain ano eh, don sa mga ‘di cooperative na magulang.
Ang lalakas ng loob nilang mag-complain, ayaw naman nilang maki-cooperate. Sa mga
cooperative, wala naman silang kino-complain k’se nga susundin mo yung IEP, yun yung
program mo for the whole year. As of now, wala akong magulang na masyadong nagco-
complain. Yun yung mga dati-dati yon… Pero alam mo, matatawa ka na lang rin sa mga batang
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‘yan. Alam mo yon? Yung ‘di mo na-e-encounter sa, sa regular world, alam mo, ‘di ka maiinis
actually, matatawa ka pa. Kaya nga alam mo, minsan tinatanon gnila ako kung ano daw yung
secret para ‘di ka raw tumatanda? Magturo ka raw ng special kids. Actually, oo. Matatawa ka sa
mga pinaggagawa nila. Minsan, pag kami-kami na lang yung magkakaharap, nagtatawanan na
lang kami… Parang “O ayan ma-e-encounter mo ba yan sa real world?”… Pero parang you learn
to appreaciate this children, ‘di naman gawin mo silang katawa-tawa pero meron talga silang
gingawa na matatawa ka talaga. Pwede mo naman i-enjoy yung pagtuturo. Kaya nga minsan
parang nagtataka kami, “Bakit yung iba bwisit na bwisit turuan yung special child na yan?” Pero
kung i-a-appreciate mo lang yung mga pinaggagagawa nila, i-appreciate mo lang sila, ‘di sila
mahirap tanggapin. Kaya sinasabi ko sa mga magulang the fact na makahawak na siya ng pencil,
yon. Ta’s ikaw din kailangan makikita ng parent s na na-aapreciate mo sila para sila din, ma-
adopt yung behavior mo, ganon. Ma-appreciate na rin nila. Kahit na minsan gusto mo na silang
sabunutan, ihagis, kapag kami-kami na lang yung magkakaharap, ina-ano na lang namin, parang
tini-treat na lang siya namin na fun para ‘di na rin kami ma-buwisit. K’se kung bubuwisitin mo
yung sarili mo, kaasaran mo lahat ng bagay, mabubuwisit ka talaga. Minsan nga pag may teacher
na nabubuwisit na “Ano, nabubuwisit ka na? Tatalon ka na? Sige pakamatay ka na.” Alam mo
yon, parang minsan ginagawa na lang naming katatawanan. Para di na rin mabigat sa loob
namin, tumawa ka na lang. Pero ikaw as teacher kapag nakikita mo na yung kasama na-aano na,
sabihin mo rin na para ‘di maging burden sa kanya, para ‘di rin siya mahirapan na magturo ng
mga bata. Kaya dapat ma-appreciate mo yung mga bata. Pero sabi ko nga sa iyo, minsan naba-
bad trip na ako. Pero okay lang. Parang minsan nga nahahawa ka na sa kanila. Minsan makikita
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mong may na-a-adopt kang mga behavior nila k’se lagi mo silang kasama. So, ayon nakakatuwa.
Comedy yung school… Kaya nga minsan na-adopt na, naku special na rin tayo...
Q: Balikan po natin yung IEP po, yung pagpa-plan po ba n’on? Kasama yung mga parents?
A: Oo. Importante na kasama yung parents. Ganito, kung kaya nyon isama yung developmental
pedia (pediatrician), kasama ‘yon. K’se group yon eh, yung therapist, speech pathologist,
kumpleto. Lahat ng nag-aano sa bata, kaso kadalasan sa amin ‘di kasama yung mga doctors k’se
Importante na yung gagawin ninyo mai-a-adopt ng magulang sa bahay. ‘Dipwede yung gagawa
ka puro ikaw lang, ikaw lang. Kailangan lahat ng pwedeng kasama, tulungan kayo para maging
effective sa bata.
Q: Yung mga SPEd teachers po, ano ba yung dapat na i-expect nila pag nag-handle na sila ng
A: Unang-una kailangan, may heart sila sa pagtuturo. Yun yung sobrang importante. K’se nga
sabi ng teacher ko, kung titignan mo yung pagtuturo, kahit ‘di sa mga special child, kahit sa mga
regualr na mga bata, na as profession lang, ‘di ka magiging effective. Halimbawa, iisipin mo na
malaki yung bayad? ‘Di ka magiging effective. K’se kailangan meron kang heart sa pagtuturo
lalo na sa mga batang yun nga, special. And yun nga, dapat may napakahaba kang pasensya. And
don’t expect too much from them. Although ‘di ko sinasabi na ma-kontento ka na sa kung ano
yung kaya nilang gawin, alamin mo kung ano yung limit nila. And kung ano yung limit nila,
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that’s it for the day then go for the other day. Huwag mo silang masyadong pine-pressure.
Iwasan mo yung mga bata ma-stress k’se minsan yun yung mga dahilan kung bakit ‘di nila love
yung school, or kung bakit, kung bakit madalas nagta-tantrums sila. Eh, ‘di ba as much as
possible dapat iwasan nga natin yun ‘di ba? So bakit mo ipapa-feel sa kanila na mabigat para sa
kanila yung school. So yon, yung kailangan dapat may heart sila and love nila yung work nila
Q: Sa tingin po ninyo ano po kaya yung mga parents for not involving so much sa learning or sa
program nung anak nila? And ano po kaya pwedeng gawin para ma-improve yung involvement
nila?
A: Ahmm, sabi ko nga sa iyo kanina, depende yon sa magulang, merong na-accept na, may
nagba-bargain pa lang, meron ding totally di pa na-a-accept. Pag ganon, counselling. Actually,
pag nagtuturo ka ng special child, you should be a counselor. K’se kailangan mo silang
intindihin. Pagnagtuturo ka ng special child, ‘di lang yung anak yung kliyente mo, pati magulang
kliyente mo, pati mga kapatid kliyente mo. K’se kailangan eh, halimbawa yung mga kapatid,
kanila yung mga kapatid nila. Kumbaga you’re a counselor for the parent, sa mga siblings.
Kahat. Kailangan mo silang intindihin. Kailangan ipaalam mo sakanila na ito dapat yung gawin,
yung nganon. In time siguro, matututunan din nila yon. And yun nga, kailangan ipakita mo rin sa
magulang na naa-apreciate mo yung mga anak nila kahit sa mga maliliit na magulang. K’se may
mga ma-e-encounter kang magulang na “Ano naman, nakahawak lang ng pencil? ‘Di pa naaman
na siya, tamang paghawak ng pencil.” Ayon, ikaw rin as teacher, kung ‘di ka marunong mag-
appreciate ng estudyante mo, definitely ‘di rin maa-appreciate ng magulang. Parang pag nakikita
nilang positive ka sa mga anak nila, mari-realize nila na yung mga teachers nga na ‘di nila
kadugo naa-appreciate yung anak ko, bakit akong magulang na, nanay ako, tatay ako? So yon
ma-a-adopt nila.
Q: Ma’am, pa’no po ninyo namo-monitor, ‘di ba sabi ninyo dapat na ipa-appreciate po yung
progress ng bata, yung mga little things na a-achieve nung mga bata? Pa’no po ninyo namo-
A: Meron kaming narrative report every, every quarter. Bukod don, sa mga early intervention
namin, nino-note namin samga notebook ‘yon everyday and binibigay namin yon every Friday.
So para namo-monitor nila. Yung malalaki namin, pinapauwi namin yung mga notebooks nila
para makita kung ano yung ginawa nila for the week. Tapos kung halimbawang may mga
questions, okay naman kami. They can call us, nag-aacept naman ako ng calls sa bahay. Ta’s
Q: Na-mention niyno po yung importance ng relationship ninyo with the parents, how about sa
mga siblings? Pa’no ninyo made-describe yung relationship nyo? Yung relationship ninyo with
the parents and siblings, pan’no ‘to nakaka-apekto sa well-being ng estudyante ninyo?
A: Sa mga siblings k’se, tuwing Christmas k’se may nagka-carolling kami saka kapag may mga
ocassion, do’n ko lang na-e-encounter yung kapatid. Alam mo minsan k’se sa mga parents na na-
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accept na yung case ng anak nila, nagkakaproblema, nagje-jealous yung kapatid. ‘Bakit k’se
parang, puro sila na lang? Kailangan silang intindihin, k’se special sila” Minsan mas matanda
yung child with autism compared don sa kaptid kaya parang ‘Ako yung bata ah, bakit ako yung
iintindi? Bakit ako yung mag-aalaga sa kanya?” At a very age pa lang, dapat na ipa-appreciate o
sa positive side, the brighter side. Ano po yung mga instances na pakiramdam nyo sobrang
fulfilling? Masasabi po ba ninyo na ito yung motivational factors niyo para mag-stay and
magturo?
A: … Pag kaibigan mo sila, aprang wala silang problema, nakakatuwa yon. K’se parang ‘di ba?
Parang ang gaan ng mundo sa kanila, parang bata sila forever. Ma-e-encourage ka ngumiti.