When we think of children’s difficulties with ASD we are inclined to focus on the social and communicative aspects of the disorder.  However, because ASD is really an information processing disorder, how kids relate to their academics is also affected in most cases.  If we are interested in providing authentic and meaningful access to the learning environment then we must look at the developmental readiness of the child, and not at assumptions surrounding age.  This is a real challenge since most of the institutional structures we have in place have expectations on a child’s capabilities based on their “manufacturing” date.  This is because curriculum decisions are based on age-appropriate norms of development.  And this is why school can be a very difficult place for children whose age and development are not necessarily aligned, and why being “passed through” the grades can have major learning consequences for the child. 

It is important for educators and parents to understand that learning is not about making children fit into or respond to a predetermined mold.  It is not about the acquisition of static skills.  It should be about creating within the child a sense of self guidance; a sense of being self taught.  For kids with ASD, it is even more crucial that they be exposed to dynamic learning situations where they are given opportunities to experientially discover what it means to connect, relate, assess, evaluate; to adapt flexibly, respond productively, and to feel relevant in the learning process itself.  This is why RDI is such a great fit, because the development of dynamic intelligence is at the heart of the program.