Shadowing An Autistic Student: My Takeaway

Earlier this weekend, I had the opportunity to shadow a learning session with an autistic student, Aaron, and the experience left me with an important lesson. From first impressions alone, I could tell right away that he was uncomfortable. He was incredibly shy, since I was a stranger interrupting his structured routine. He avoided eye contact and seemed unsure of how to interact with me, which made me realize how challenging even simple social interactions were for Aaron.

Our session focused on practicing a real-life scenario: ordering at Starbucks. I played the barista, and he played the customer, rehearsing how he’d walk up to the counter, place his order, and respond to questions such as the size of the cup and the name of the order. We occasionally had to prompt him, but over time, we backed off, giving him the space to take control. It was powerful to watch him slowly build up the courage to order on his own. By the end, he was speaking clearly and with twice the confidence he started with. To practice, we went to a nearby Starbucks and observed how he did. Surprisingly, he spoke well and perfectly ordered with no stutters.

What struck me most was how much potential students like Aaron have, yet how often they’re expected to simply "figure it out" in a world that wasn’t built for them. Their lives are full of rules, routines, and commands, most of which don’t leave much room for exploration or independence. But when given the right support, even a simple skit can help the students have one less problem to worry about.