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Autism through talent
DEVELOPED WITH PARTICIPANT
Meitha Alblooshi
One of the most rewarding moments was seeing Meitha try to answer questions independently. It showed us that she has so much she wants to express when she is given the right support.
Ernest Sahakyan, Meitha’s teacher
Meitha is cheerful and loves Disney princesses, Moana most of all. She knows the film's scenes well, and its music holds her attention. In her classroom, that attention has become a way into the lesson.
She is autistic and non-speaking, and she has cerebral palsy. Her communication and her movement both affect how she takes part in class. She may need more time to respond, visual support, simple choices, and technology placed where she can use it with the movements she is able to make.
During one class, her educators saw Meitha trying to answer questions on her own. She didn't wait for someone to respond for her. She joined the conversation and showed that she wanted to make her own choices.
Meitha can't always show what she knows in the ways a classroom usually expects. When learning depends on spoken answers, quick responses, or standard motor movements, some of what a student understands goes unnoticed.
She is autistic and non-speaking, and she has cerebral palsy. Her communication and her movement both affect how she takes part in class. She may need more time to respond, visual support, simple choices, and technology placed where she can use it with the movements she is able to make.
During one class, her educators saw Meitha trying to answer questions on her own. She didn't wait for someone to respond for her. She joined the conversation and showed that she wanted to make her own choices.
Meitha can't always show what she knows in the ways a classroom usually expects. When learning depends on spoken answers, quick responses, or standard motor movements, some of what a student understands goes unnoticed.
Her educators now start with Meitha and fit the lesson plan around her. Activities work best when they are clear, engaging, and set to her pace. Visual support, simple choices, enough time to respond, and access to the right communication tools give her more ways to participate.
Moana is a good example. Meitha reacts strongly to the film's characters, music, and familiar scenes, so her teachers started bringing them into lessons. A character from the film might appear in an activity. A song she likes might come after a task that takes more effort. It's a small change, and it started with her teachers paying attention to what Meitha cares about.
Technology helps, but it doesn't decide what works. Her teachers still watch her closely and try something else when an approach isn't reaching her.
Moana is a good example. Meitha reacts strongly to the film's characters, music, and familiar scenes, so her teachers started bringing them into lessons. A character from the film might appear in an activity. A song she likes might come after a task that takes more effort. It's a small change, and it started with her teachers paying attention to what Meitha cares about.
Technology helps, but it doesn't decide what works. Her teachers still watch her closely and try something else when an approach isn't reaching her.
Some days inclusion means learning next to her siblings or slowing down. Other days the lesson starts with something she already loves and moves from there to something new.
Right now Meitha shows her preferences through her reactions, her attention, and how she responds to different options. This tells the people around her a lot about what she wants. Sharing more detailed thoughts, feelings, needs, and opinions on her own is still hard for her.
The next stage of her learning includes augmentative and alternative communication, or AAC. The goal is to give Meitha more ways to say what she wants, how she feels, and what she likes or dislikes, and later to share more detailed thoughts, needs, and opinions without relying on speech.
Right now Meitha shows her preferences through her reactions, her attention, and how she responds to different options. This tells the people around her a lot about what she wants. Sharing more detailed thoughts, feelings, needs, and opinions on her own is still hard for her.
The next stage of her learning includes augmentative and alternative communication, or AAC. The goal is to give Meitha more ways to say what she wants, how she feels, and what she likes or dislikes, and later to share more detailed thoughts, needs, and opinions without relying on speech.
Her physical and communication needs are part of her daily life, and her teachers are still working out what helps most. The tools and support around her will have to change as she grows.
Her teachers don't measure her progress by whether she finishes an activity the same way another student would. They ask whether the classroom gives her enough time, access, and ways to respond. Often the answer comes down to small adjustments: a Moana song after a hard task, a device moved to match how she moves, a simple choice, or a longer pause before anyone answers for her.
