Particiapting in this volunteering opportunity allow me to venture deeper into how children with ASD study and what are the various activities they do in school. Even though their days are much shorter, the curriculum is quite similar where they had flag raising assembly, music lessons, individual work time. I was able to assist some of the children with their work, and realised that they are actually really smart and could understand things quickly.

I have grown to become a better communicator, as even though i had trouble trying to understand and communicate with them, however through the 4 sessions, I managed to have small conversations, attend to their needs and forge small unforgettable bonds with some of the children. I have also become more understanding, and mature in my thoughts to embrace their needs and difficulties and work with them patiently.

Overall, it was an enjoyable experience, and I am eager to go back to volunteer again. I came to appreciate people with ASD and understand that they are just like everyone else, but requires more understanding and patience when interacting with them. Everyone is different but we still live in the same community, we need to learn to embrace the differences and integrate them into our society. I am happy to know that there are educational programmes, facilities catered to their needs, to help nuture them into independent adults so that they can explore the outside world.

Throughout my 4 sessions in SAAC, I’ve experienced a lot and grown even more.

The following is my reflections for the 4 sessions:

• Throughout the 4 sessions, I am truly grateful to be assigned to class compassion. Being in here gave me a reality check that grounded my ego. It helped me foster a greater understanding of what the quote: ‘life is not a bed of roses’ really means. Whether it is for the kids with autism experiencing a blissful life in their youth but a harsher one in the future, or it being difficult to support children with ASD, I feel more deeply that everyone’s lives regardless of their background share many things in common. And one of them is that there will always be ups and downs, peaks and adversities.

• Sometimes, it is also not that children with ASD are ‘not trying hard enough’ or have ‘extreme behavioural issues’, but it is that they just can’t — no matter how hard they try (they consistently are trying really hard), their brain just doesn’t allow them to do what they would have wished. And I have seen this up close and personal. Whether it’s hearing Jayden speak for the first time when completing a matching game, or seeing Ryan being so patient when handling the iPad, or even Xin Feng sniffing me multiple times especially before he went home. It basically gave me a glimpse into the grand scheme of reality by enforcing humility in me. The experience taught me that people with ASD, no matter the age or severity often try their best to improve and show love, in their own irreplaceable ways.

• Before I came here, one of my main goals was to find my purpose of hoping to peruse a career in medicine. I initially thought that my interests were steered towards the elderly, but after this experience with the kids I almost can’t differentiate who I’d love to support better. Therefore I grew. I grew to learn that perhaps my true passion in medicine, lies in helping the people that really can’t help themselves or are just ostracised by society. At the end of the day, seeing them all waving good bye to me for the very first time, and even Xin Feng sniffing me a warm good bye, it was simply heartwarming. Being in class compassion truly elevated my compassion to a whole new level, and it is an experience I’d fondly remember for the rest of my time.

As I spent more time with the students, I began to appreciate their unique personalities, preferences, and habits. I saw how each of them had their own quirks and interests, and I learned to understand and respect their different ways of communicating. This experience truly changed my perspective and made me more open and willing to get to know individuals with autism, rather than avoiding them out of fear or misunderstanding.

I also gained a deep appreciation for the teachers at SAAC. They work tirelessly to ensure the students’ safety while creating a supportive environment where the students can explore activities like cooking and art. These opportunities not only build important life skills but also help the students better integrate into society as they grow older. Seeing the dedication and care from the teachers was both inspiring and humbling.

Overall, this experience taught me the importance of empathy, patience, and understanding and reminded me that while we may all communicate differently, we share the same need to be seen, heard, and valued.

• They may seem to be ignoring me but they are actually listening and can be quite reassuring. one student often would give me thumbs up and say good job even though he never makes eye contact. they also have different preferences, and i learnt to leverage on that. like the student that always wanted to play on the ipad, i would tell him to finish his work before he can get to play.

• i also learnt that being strict with them is essential. It felt quite awkward at first to tell them to do something in a harsh tone, but I also realised that it was for their safety that they listen and do things properly.

• during the first session, i was quite overstimulated and trying to process what to do as the teacher just said to try to talk to them as they are very friendly and generally do not flare up, but the setting was completely different from what i had in mind as i had never really interacted with a person on the spectrum before. by the last session, i managed to make some friends within the class i was assigned to, and learnt how to different their world is from ours. simple things like exercising, writing and counting money may be natural to us, but to them, they struggle due to short attention spans. I learnt to not take what i have for granted, as i do not undergo similar struggles daily. 

• i really enjoyed all my sessions, and i will miss my friends very much, especially one boy that always wanted my reassurance and assistance with his homework or putting together a puzzle, even though he could do it himself if i stepped away. their own way of being inclusive is heartening to see as they help each other, and i feel that i should be more like them, extending a helping hand to anyone and everyone when possible.

At first, I was nervous about how I would be able to support and engage with someone who expressed themselves differently. However, I quickly learned that disabilities do not define individuals—rather, each child has their own personality, interests, and ways of connecting with the world. This realization was a powerful reminder to see the individual beyond the label.

Throughout the sessions, I observed how small gestures—eye contact, shared smiles, and consistent presence—can build trust. One moment that stood out to me was during our final session, when we played together at the playground. For the first time, I felt a genuine bond forming. Seeing the joy and comfort in that interaction was incredibly rewarding and proved that connection doesn’t always require words.

This experience taught me patience, empathy, and the importance of inclusivity. It also challenged me to rethink how I view communication and reminded me that understanding comes in many forms. I’m grateful for the opportunity to learn from this child and to witness their unique way of experiencing the world.

Moving forward, I carry with me a deeper respect for people with disabilities and a stronger desire to advocate for environments that embrace and support all kinds of learners and communicators.

However, over the weeks, I found myself grateful to be encouraged to divide my attention over the whole class, instead of designated to one student. This way, it challenged my adaptability and independence -- what should I do when a student across the room from me is misbehaving or upset, when I am already busy with another student? It trains me to notice small quirks in their behaviour and put the teachers' methods to use. For example, I learned that when Syah does not want to sit down, he is very adamant about it, and it is not easy to physically sit him down since he is very jumpy. Instead, I observed the teachers using a timer to give him a countdown which he set on his own. This situation not only taught me short-term problem solving, but also spurred me to take the initiative to improvise lessons for the students.

I now have a more nuanced and hopeful view towards the Autism spectrum. Just because all the students are different from each other does not mean that they cannot form bonds with volunteers. Just as it is with neurotypical children, a lot of them enjoy the company and express their grattitude in different ways. Janelle, for example, although non-verbal, values physical touch and would not release my hand when I had to leave. Furthermore, I gained insight into the paths these students take after growing out of school. Many of them cannot find jobs and so remain within the Autism Adult Centre which is understaffed. This experience has opened up my career choices -- instead of only working in the schools, I can consider working in the adult homes as well, where the jobscope may be extended to caring for the residents throughout the day rather than just in school.