Hidden Curriculum

Socialization is one of the biggest challenges faced by students with disabilities, especially autism. Based on the diagnostic criteria for autism, set forth by the American Psychiatric Association's (APA) Diagnostic and Statistical Manual, Fifth Edition (DSM-5), one of the main criteria states that there is a “persistent deficit in social communication and social interaction across multiple contexts” (APA, 2013). When growing up, children learn social skills through many different avenues such as interactions with family and peers, dramatic playtime, and even television. While many social skills are taught, there are some that are learned through observations and encounters. These skills, or rules, are also known as the “hidden curriculum,”
Simpson, authors of the article “Understanding the Hidden Curriculum: An Essential Social Skill for Children and Youth with Asperger Syndrome.” There are many rules that people are expected to understand, but children with autism have trouble with. Most people are able to pick up on non-verbal cues when in a conversation. They can “read other people’s expressions and reactions throughout a conversation to decide whether they should continue to talk about a topic, change the topic, or end the discussion,” according to Hyo Jung Lee, author of “Cultural Factors Related to the Hidden Curriculum for Students with Autism and Related Disabilities.” (2011) Another criteria for autism, according to the DSM-IV is “restricted, repetitive patterns of behavior, interests, or activities.” (APA, 2013) The autistic student might have an intense interest in DVD’s, for example. When in the conversation with peers, they might not understand subtle cues given during the conversation. They might just continue to ramble on and on, without realizing the peers may not be as interested in the topic of DVD’s and may not see they no longer want to be apart of this conversation. Due to this, students with autism might have trouble making and keeping friends. They might come across as strange or
“What is the hidden curriculum for talking to and/or taking rides from strangers,” asks Myles and Simpson (Myles & Simpson, 2001). There are different rules for each setting that a child may come across. From the earliest age, children are taught to avoid strangers. Students learn that strangers are dangerous and they shouldn’t talk to them, let alone take anything from them. Sometimes in a supermarket, there may be people handing out free samples of food. When does it become okay that we take the sample from the person in the supermarket, but not on the street? Being able to distinguish between these things is difficult for the autistic child. They need to be taught these things or you could find a child running up and down the aisles screaming “stranger