The Real Parental Responsibility When It Comes to Schooling

Many parents assume that teaching is a responsibility that belongs solely to schools, so teachers are perceived as the only ones with a say in the matter of education. But this is not the case: the people responsible for what children learn are first and foremost the parents or caretakers since they are the ones who model their behaviors as lessons for their children.

Today we give you some information about the role of parents and their responsibility in the continued education of children outside of the classroom, and the importance of reinforcement of lessons at home. Keep reading!

Parent’s responsibility in the education of children

The first educators of children are the adults at home. Children learn by observing their parents, these model their behavior by showing them how to act. Later, learning is done at school where teachers and classmates are other important influences.

Children with Autism Spectrum Disorder learn much more quickly through interactive, visual, and auditory strategies. They also learn by observing and taking behavioral cues from the people they consider their role models. It is necessary to emphasize here, how vital the commitment of the parents to the education of their children is. Ensure good education via example.

Learning for children with autism is a combination of two teaching scenarios, parenting, and schooling. Although both environments are fundamental for their development, the responsibility falls primarily on the parents.

Children with ASD (Autism Spectrum Disorder) learn at their own pace and with different teaching techniques and strategies. While it is true that teachers must be adequately prepared to help them in the learning process, parents are required to assume the more prominent role.

What is the main responsibility of parents when it comes to continued schooling?

  • Reinforcing lessons from school.
  • Acting according to the lessons they give their children; being coherent with actions and words.
  • Speaking to children about positive attitudes when it comes to school and homework.
  • Doing homework with them, and guiding them through it, but not doing the work for them.
  • Listening to their feedback on lessons.
  • Asking pertinent questions: How was your day? What did you learn today? What was your favorite lesson? And so on.
  • Requesting feedback from teachers from time to time.
  • Further encouraging them to participate in activities that are appealing and instructive to them.

Parents collaborate with this process by asking for a follow-up to certain tasks, practicing lessons with their children at home, maintaining good communication lines with their teachers, educating themselves on different subjects to better know how to help. In this way, they can work in unity with the educators to whom total responsibility has been assigned. With the help of a sport, children can grow with a positive and proactive attitude towards school in general!

Make sure to contact us to know more about our project, Autism Soccer.

If we work together, we will see great changes in our children.

It’s much more than taking them to and from, it’s hands-on in the process of learning.

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Teach Your Child to Play

The game is one of the forms that the human being has of self-expression and self-exploration. Fundamental in the structuring of children’s thinking, the construction of language, and the objective representation of reality.

The game contributes to the development by providing the child with a sense of mastery over their own body and the environment.

Autism and games

Games can stimulate different skills, such as:

  • Social: the child learns to relate to others. Also through the game the child gets knowledge of cultural norms.
  • Motor, sensory and perception: the sensory and motor activity teaches the child the capabilities and limitations of his own body and the world around him. Besides, the activities produce a release of excessive energy, restoring the corporal equilibrium freeing the child to initiate new tasks.
  • Emotional: the game gives the child the power to express their feelings without fear of punishment and helps them learn to control their frustrations and impulses. This control provides self-confidence and potential adaptation to future needs. The game is fun, opens a world of joy, humor, and creativity.
  • Cognitive: the child learns to manipulate events and objects in the internal and external environment.

Children with ASD have few interests, tendencies to repeat tasks, and present numerous self-stimulations.

To your child with ASD:

  • Make you enjoy more experiences.
  • Find new activities.
  • Teach him to identify the cause of things.
  • Organizes short cycle activities giving them a functional use.

By carrying out guided activities your child will be able to:

  • Improve the attention.
  • Learn how to use objects and toys.
  • Your behavior will improve.
  • It will increase your self-esteem through success in group activities.


Motivate your child and teach him to play, this will bring many benefits for him.

At Autism Soccer, we have educational learning programs for your child with soccer sessions for more personal development.

The game contributes to the development by providing the child with a sense of mastery over his own body and the environment.

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Feeling of Failure in Autism

The environment, in general, can be very hostile towards people within the autism spectrum disorder; either by sensory saturation, by incomprehension of what’s happening, by zero empathy on the part of others towards him or her. We’re talking about an environment that makes it difficult daily, and as a result, we see that those pleasant moments are scarce.

But we must not forget that the person can develop a sustained sense of failure, an aspect that often begins in childhood. When a child with problems managing his own emotions and frustration presents explosive behaviors, he receives, in many cases, a correction of inappropriate behavior. That is, in the face of frustration at not being able to do something, he gets an attitude that he perceives as correct.

Autism and failure

This feeling of failure accompanies low self-esteem. A problem that, although many believe it wakes up in adolescence, we can begin to observe it in childhood. And there’s nothing sadder than seeing 5-year-olds with low self-esteem, although it’s sadder to see that nobody notices.

This can difficult the social life of the person with autism, and generate not only anxiety, frustration, and irritability, but also a sensation of failure. This can lead the person with autism to never assume new challenges in the future; creating a depressing feeling, which must be identified and stopped as soon as possible.

Working the self-determination and independence of the person is fundamental. It’s very important that we have as one of our objectives to promote independence, always create the necessary supports, and make sure that the person understands the process so he can succeed. The emotional reinforcer, always suitable to the age and environment of the person with autism, must be present in every step of the process.

Promoting independence and self-determination will strengthen the emotional state, the person must understand that things don’t always come out the first time.

The states of anxiety in people with autism are present since childhood. Understanding this is essential to develop educational and intervention programs in autism.

A program of emotional reinforcement is indicated for these situations.

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15165 NW 77 Ave Suite 1005 Miami Lakes FL 33014

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