Protecting The Vulnerable (Part Fourteen)

I’ve had the privilege of teaching self defense to many “vulnerable communities,” including the blind, deaf, elderly, paraplegics, brain damaged, veterans and others with PTSD, people with medical conditions, and children with learning challenges. Martial arts self defense has something for all of these people.

One of the groups I’ve spent a lot of time with through the years has been known by many names including autism, autistic disorder, Asperger’s syndrome, pervasive developmental disorder not otherwise specified (PDD-NOS), and autism spectrum disorder (ASD). Teaching children martial arts and self defense means understanding their individual needs and how they learn.

I began teaching children decades ago, so I’ve seen how the names and descriptions have changed through the years. I also learned as a teacher that it was important for me to understand how to help these children learn how to defend themselves to the best of their physical and mental abilities. I’m thankful to parents, grandparents, students, and medical professionals for helping me learn how to do that better. I hope something I share in this article will be of help to you as an instructor and as a parent or grandparent of a child with ASD.

ASD & Martial Arts

Parents and grandparents have been some of my best ‘coaches’ in learning how to teach their children and grandchildren. In almost every case I can remember a family member would talk with me privately to discuss their child’s situation and how they learned. ASD often includes behavioral, social, and communication challenges that can be anywhere from mild to severe. Having that information and understanding as a teacher is a great help.

I have witnessed first hand how martial arts can benefit many children and teens with ASD. I’ve seen how martial arts training can help them with self-discipline, self-confidence, and self-esteem. I’ve also seen how martial arts training can help them develop coordination, motor skills – both gross and fine motor skills.

The ‘structure’ of a martial arts class also helps many young people with varying levels of ASD. Everyone lining up according to rank .. following the leadership of the instructor .. the routine of warming up, followed by fundamentals (kihon) and forms (kata) fit well with their need for class structure and personal coordination and control. That is true for any person, but especially for young people with ASD. They become more aware of their body, which improves balance. If a child or teen continues with martial arts training for a long period of time, they will find that the training strengthens them while improving their flexibility.

Martial arts training can also benefit the ASD student emotionally, cognitively, and socially. Learning self-defense movements in a repetitive style is beneficial for their ability to focus and concentrate on those movements for extended periods of time. That also includes lessons about ‘self-regulation,’ which can translate into improved behavior and better control of their emotions.

Another benefit of martial arts training is the ‘recognition’ they receive as they rise in ‘rank.’ Testing can be a bit challenging for ASD students at first, so instructors need to be sensitive to how that can affect them. However, their self-confidence grows through the months and years as they are rewarded for their hard work with new colored belts and certificates of accomplishment signed by their instructor.

Partner training can also be beneficial for many ASD students. Working with their partner to accomplish the goal of the self-defense technique is a problem-solving application which can boost self-confidence as they learn how to respond quickly to changing and challenging situations. Many enjoy the partner process and make new friends. That’s important for them to develop healthy social skills. It also helps them understand the importance of ‘teamwork.’ Many ASD students develop longterm friendships with classmates which can be a great help to them in many ways.

I recommend instructors talk with parents and/or grandparents (whoever brings the child to class) about letting assistant instructors know about their child’s specific needs. If the parent/grandparent is comfortable with that, the assistant instructors can be involved in making sure the ASD student has positive experiences in class.

Some ASD students may experience negative experiences and emotions during class, so having instructors who understand the importance of developing a supportive environment is vital. I have found it helpful as an instructor to discuss how the parent or grandparent would like me and my assistant instructors to respond if an ASD student has an emotional response that is difficult to handle in a class situation. Some family members requested that I talk privately with the student to find out why they’re upset. Others prefer that I or another instructor lead the child to their parent or grandparent who will then determine the best way to handle whatever is concerning the student. Some family members prefered to walk into the class and lead the child away themselves. Those are discussions every instructor should have with family when a new ASD student joins the class.

Selecting the Right Teacher

I have often said and written that selecting the right teacher is the most important thing a parent can do when searching for a martial arts experience for their child. Parents, ask the chief instructor what experience they have in teaching ASD children. Ask them how they handle various types of situations that will affect their child. Ask to observe a few classes to get a better idea of the instructor’s teaching style.

ASD students often do better with smaller class sizes where teachers can give them more attention. Another option is for parents to search for classes where instructors are trained in teaching children with special needs.

I also recommend parents and grandparents search for a Christian martial arts school for their child. Christian instructors will emphasize the importance of prayer, memorizing Scripture, and learning about the importance of imitating the character qualities of Jesus Christ. All of those are positive elements in the development of your child.

A Word to Instructors

If you are interested in working with ASD students, I recommend you take one or two classes at a local college or sign up for clinics or seminars that address how to help children with ASD. It’s important for you as a teacher and for your future students to know as much as you can about their needs and how you can help meet those needs in your school.

I can tell you from my own experience that you will not always be successful in teaching ASD children and teens. However, I have had more success than not through the years by following the basic advice listed above. I’m pleased to say that some of my ASD students earned their Black Belts in martial arts and a few have gone on to become excellent instructors. It has been one of the joys of my career as a martial arts teacher to be a small part of their success. I pray it will be for you as well.