Autism In Schools: A Summary And Analysis

In Chapter four it talks about how people that have autism are concrete thinkers. Before reading this chapter I was unaware of much of our social language is figurative. This is something that a child with autism would struggle with. The author makes a good point when saying “you wouldn’t dream of issuing instructions to you child in a foreign language but English can seem that way” ( Notbohm 66). This put it in to words how hard it can be for a child with autism to grasp the language people use. The author identifies four things that people need to watch out for when speaking with a child with autism. The first thing was to avoid idioms and cliches, so this means instead of saying “something smells fishy” try saying “this does seem right to me”. It gives a better and clearer

The article mentions how there is a lack of experimental investigation with Social Stories in general education inclusion settings. Therefore, the purpose of the study was to observe the affects of using a social stories intervention package on the social communication behaviors of 2 students with autism who are enrolled in a full-inclusion kindergarten classroom.

ASD is an abbreviation of Autism Spectrum Disorder, a disorder characterized by “social-interaction difficulties, communication challenges and a tendency to engage in repetitive behaviors”. ASD has become so prevalent that “1 in 68 children are identified with ASD” a number which is higher among certain racial minorities (CDC Press Release). While there are many therapies such as pharmaceutical or behavior correcting therapy, it is music which shows much promise in aiding children with autism. From its start in prehistoric humans to today’s clinical and classroom settings music has had a profound impact on the individual; well documented studies and

Autism is a disorder that is encompassed in the autism spectrum (ASDs) (Landa, 2007). Autism spectrum disorders describe the brain development disorders and encompass Asperger syndrome, autism, and pervasive developmental disorder not otherwise specified (PDD-NOS) disorders. Features of the ASDs includes sensory and cognition problems, difficulty in communicating with other people, and repetitive behaviors. This paper will discuss autism with respect to what it is, the causes, autism in the inclusive classroom (what can be done to enhance total inclusion) and the role of the community.

What is autism? What are the symptoms of autism? There are so many questions about autism, especially there are many children that suffer from different types of autism which are autism disorder, Asperger's syndrome, pervasive development disorder. This essay is going to explain different steps on how to help your child cope with the world or at home. My brother has autism, he was diagnosed when he was two years old which was very interesting and shocking at the same time.growing up with an autistic brother wasn't easy, there were so many things to learn through these eight years, but me and my mom took these steps providing a soothing environment, taking him to therapy, ensure safety around the home, understanding stimming/communication verbal, understanding special interest.

References Altern, J. (2006). Abnormally High Plasma Levels of Vitamin 6 in Children with Autism Not Taking Supplements Compared to Controls not Taking Supplements. US National Library of Medicine. National Institute of Health. Complement Med, 12 (1), 59-63.

The common traits of ASD, which include anti-social and often disruptive patterns of behavior, can make children with autism challenging for typical learning children to approach. Though the issue of including children with disabilities in mainstream classrooms is a complex one, peer-mediated interventions can promote the growth of social skills at every level of education. By educating the general population of typical peers and empowering them to be a part of the process a dent can be made in the social exclusion often experienced by the ASD children in mainstream settings. Implementing these interventions enriches the lives of all of the children involved, “possibly developing sustainable social relationships” expanding the effects of the program beyond the academic setting (Hughes et al., 2013). Also, these methods provide teachers an unobtrusive method of teaching that has benefits for the entire class. These methods could be helpful to other student populations that have intellectual

According to “Autism’s Next Wave” by Lydia Denworth, scientists have discovered a new way to help people with autism. This groundbreaking discovery helps patients who suffer from autism, which is a disorder with no proven biological treatments. TMS, an acronym for transcranial magnetic stimulation, uses electromagnetic waves and a magnetic field to temporarily “fix” some patients’ autism symptoms by altering the way the patient’s brain cells communicate. This therapy is similar to electroconvulsive therapy, which was used in the 1930s to treat depression. Unlike electroconvulsive therapy (which used electric shocks to trigger seizures), TMS isn’t painful.

Use of a Peer Support Intervention for Promoting Academic Engagement of Students with Autism in General Education

(2000). Co-Teaching: A different approach to inclusion. Principal, 79(4), 48, 50-51; Cammuso, K. (2011). Inclusion of students with autism spectrum disorders. The Brown University child and adolescent behavior newsletter, 27(11). Gavish , B. (2011).

Throughout my experience as a student, I’ve been told that inclusion is a good thing and beneficial for everyone involved. However, when Heather went to visit a hearing classroom, she felt left out since everyone was speaking. Simply including Heather in the hearing classroom was not enough as she could only sign, but no other students could. Seeing this interaction made me believe that deaf schools are more beneficial than the integration of deaf students into hearing schools. If deaf students are doing well in deaf classrooms, then the same logic should apply to students with autism. Autistic classrooms could help students embrace their autism and help them create an autistic community. This challenges the belief that autism is a disease that needs to be cured, just like Heather’s parents being part of a deaf community shaped their beliefs that being deaf is a good thing that needs to be

Another intervention was the use of peer support. Inclusion and general educations students were teamed with one another. The inclusion students were dignosed with autism, and had behavioral issues with in the general education setting. The results of this study indicated that the peer interventions were effective in reducing the off-task behaviors of students with autism. The general education students could provide both verbal and non-verbal directives to help support their peers (McCurdy & Cole 2014). Using peer interventions proved to be beneficial in helping students stay

To encourage the development of social skills students are encouraged to interact with one another throughout the day in a variety of methods, including partner work, small group activities, and large group activities. These teaching techniques enable autistic children to relate to their peers. As autistic children relate to their peers more they are more accepted and in turn continue to learn and acquire new and improved social skills.

According to the Medical Research Council (2001), the ‘autism spectrum disorders affects more people than has generally been recognised; approximately 60 per 10,000 children under 8’. It is known that in England, ‘the number of pupils with Statements (better know now as Education Health and Care Plans, EHCP) of Special Educational Needs that have a primary special education need of autism spectrum disorder increased from 24,000 in 2004 to 35,000 in 2008’ (cited in Guldberg, 2010:168). The Department for Education statistical report (DFE 2014) reported that 70% of children with autism are educated in mainstream schools with the remaining in specialist provision. This brings me onto a rather large debate as to whether pupils with autism should

One the biggest psychological disorders in our society is childhood autism. Childhood autism is defined as “A pervasive developmental disorder defined by the presence of abnormal and/or impaired development that is manifest before the age of 3 years, and by the characteristic type of abnormal functioning in all three areas of social interaction, communication, and restricted, repetitive behaviour.” (MHresource.org). Furthermore, boys are three to four more times likely to develop childhood autism than girls (MHresources.org). Statistics also show that the prevalence of childhood autism in births is one in fifty-nine and has grown 119.4 percent from 2000 to 2010 (CDC). Now, researchers are looking into what causes childhood autism. They are