In the previous issue, we mentioned that Western education believes learning occurs through interaction between learners, teachers, and peers. Initial understanding is built through tangible, observable experiences, which then develop into the ability to comprehend and apply abstract concepts. As a result, individuals with autism who experience delayed language development often face learning difficulties due to challenges in communication.
However, traditional Chinese perspectives on learning have long been quite different. In ancient China, knowledge was compiled into texts. Through teachers’ explanations and students’ individual study, learners would, over time, internalize knowledge through diligence, repetition, reading, writing, and reflection. In daily life, learners would apply relevant skills or knowledge, gradually mastering them through practice. Therefore, Chinese education emphasizes the application of knowledge rather than probing its underlying principles, which differs from Western educational goals.
Due to these philosophical differences, Western societies often view repetitive practice and drills as rote memorization with little value. Chinese parents in Australia understand that school teaching methods differ from those they experienced, yet few would prevent their children from receiving a Western education. At the same time, many provide supplementary learning experiences aligned with Chinese values—evident in the widespread presence of tutoring centers and weekend schools.
However, when it comes to children with autism, many parents feel at a loss—especially when their children are reluctant to speak or insist strongly on their own views, leading parents to feel unable to change their behavior or guide them effectively.
Parents as Trainers
Children with autism may appear unresponsive, difficult to manage, or lacking in language communication skills. As a result, many parents feel they cannot influence their child’s development and become discouraged. However, psychologists point out that because parents are primary caregivers—providing consistent physical contact, care, and affection—trust, acceptance, and dependence can still develop even if the child is not responsive to language. Therefore, parents can indeed influence their child’s growth and learning.
Beyond formal schooling, parents are capable of providing alternative learning opportunities. Many children with autism show a strong preference for repetitive learning. Even if they struggle to learn certain content at school, parents can introduce it at home in different ways. Some children with autism demonstrate strong mathematical abilities from an early age. In Eastern educational traditions, mathematics is built through repeated foundational exercises, progressing step by step. Understanding alone does not guarantee mastery.
One well-known example is Kumon mathematics, which follows this approach and has expanded into English and other language learning systems. While some parents enroll their children in Kumon at a young age, very few continue into secondary school. Most children lose interest in repetitive practice after the age of seven or eight, and parents often cannot force them to continue. However, many children with autism show a strong enthusiasm for repetition, and those with strong mathematical abilities may become deeply engaged in such training.
Therefore, parents of children with autism should seize opportunities and adopt suitable methods to develop their children’s skills at an early age.
Training in the Workplace
As children with autism grow older, they may enter a phase of rebellion and develop their own perspectives, which can sometimes conflict with parental guidance. Respecting their differing views is crucial to maintaining a healthy relationship. Within a foundation of mutual respect, parents can continue to earn their children’s trust and support their development.
However, because many individuals with autism have limited deep interaction with unfamiliar people, they often have few friends. When meeting new people, they may struggle to move beyond initial interactions and risk becoming socially isolated. In the workplace, communication difficulties can make collaboration challenging, leading employers to hesitate in hiring them or placing them in roles with minimal interaction.
That said, young people with autism who have learning ability and have completed schooling can, through structured training, gradually learn how to manage interpersonal relationships and develop basic teamwork skills. Last year, I had the opportunity to train a young woman with autism as a magazine editor. I witnessed her gradually learn to accept her colleagues and build collaborative working relationships step by step.
During such training, internship-style programs can provide opportunities to develop workplace collaboration, deepen social understanding, and improve communication skills. These programs allow participants to grow naturally in a low-pressure environment without performance evaluation, while still making meaningful contributions in a real work setting. The training program I developed in collaboration with the Joyful Organization follows this philosophy.
Accepting Emotional Dysregulation
Individuals with autism often think and process information differently. They may become fixated on certain ideas, leading to conflicts with colleagues or difficulties in collaboration. Emotional outbursts are also common. Co-workers may feel reluctant to continue working with them after such incidents.
However, if given opportunities and proper support, individuals with autism can gradually learn to manage their emotions. In training programs, we provide support from trained mentors, including peers with autism who have learned to manage their own emotions. This helps participants understand that growth is a process.
Creating a workplace culture that accepts emotional dysregulation is essential for making individuals with autism feel safe. When emotional outbursts occur, they may feel overwhelmed—worrying about losing their job, facing colleagues, or the consequences of not being able to continue working. However, with guidance and reflection after such incidents, most individuals can gradually adapt to working with others.
A Case Study
Building confidence in the workplace is not easy for individuals with autism. I know a young man with autism who holds a master’s degree in mathematics and has long worked as a tutor teaching advanced mathematics. He clearly has the ability to work. He aspired to become a mathematics teacher and enrolled in a Master of Education program.
While he had no difficulty learning teaching theory, the program required several months of classroom practicum. He failed to pass this requirement for three consecutive years, preventing him from graduating.
Why? Because teacher training requires the ability to manage a classroom and facilitate student learning. While he could explain mathematical concepts and demonstrate problem-solving techniques, classroom management required interaction and acceptance from students. Some secondary school students do not always comply with teachers, and when faced with such situations, he struggled to continue teaching. However, after prolonged training, his skills in managing both students and his own emotions showed improvement.
Similarly, helping individuals with autism enter the workforce requires supportive, real-world environments where they can gradually develop communication skills and practical knowledge needed for work.
If you know someone like this, would you encourage them to take that step—to prepare themselves before entering the world of work?
For those interested in the program, contact raymond@sameway.com.au or 0422 871 799 for more details.
Mr. Raymond Chow