The Value of Faith for Individuals with Autism Spectrum Disorders
Linda Meyer, Ed.D, M.P.A.
“I sat motionless as my daughter stepped up to the Torah for the first time at her bat mitzvah.” - Dad of a 12-year-old daughter with autism “This was the first time we were able to attend mass on Christmas Eve as a family.” - Mom of a 9-year-old son with autism
The parents quoted above speak of “first times.” Their comments imply there were previous times that were less than successful, or times not attempted perhaps due to fear of rejection or embarrassment, stress, and/or lack of support or energy. It is clear that these parents value their ability to attend worship services and are grateful when their children with autism spectrum disorders can accompany them and they can worship as a family. For many parents, faith goes beyond themselves, and their family. It means being part of a community. Half of people living in the United States attend weekly religious services. Given that faith can play such a significant part in a family’s life, individuals of varying abilities and disabilities should have access. We can speak of the value of inclusion, not only for individuals, but also for the communities. We look to a future when individuals with special needs are accepted and accommodated naturally and spontaneously in the places where they learn, exercise, live, work, play, and pray. Spiritual training may be considered the highest form of education.
“Religion is all deeds and all reflection…Who can separate his faith from his actions…? …And take with you all men: For in adoration you cannot fly higher than their hopes nor humble yourself lower than their despair.” (Kahlil Gibran)
All of us: parents, religious educators, rabbis, priests, ministers, imams, congregations, behaviorists, lay leaders, administrators, and teachers need to work together to offer opportunities for participation and choice for all individuals with autism spectrum disorders in their congregational lives and worship. How can we level the playing field and open the doors? First, teach with the end in mind. Employ evidenced-based learning principles to teach attendance and participation in services with the same intensity and consistency used to teach academic, vocational, leisure, or domestic skills. As with any inclusion opportunity, repeated practice and feedback are essential to initially “look the part,” and eventually, truly become a part of the community.
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Autism and Faith
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