Autism Spectrum Disorders: A Case Study

The Individuals with Disabilities Act (IDEA) of 2004 has several different procedure and document that are to be followed when assessing individuals for a special education program. In Guiberson's (2009) research he suggests that some educators may be unprepared to work with diverse student populations. In a 200 participant survey of speech pathologist a study found that a third of the participants did not have sufficient training in multicultural issues (Guiberson, 2009). Studies have shown that students that learn in educational environment that reflect their cultural background tend to achieve more academically, which make multicultural instruction important in school with diverse populations (Ornstein & Levine, 2007). Guiberson's

According to the U.S. Department of Education, autism is defined as a disorder of neural development characterized by impaired social interactions and verbal and nonverbal communication. Individuals with autism spectrum disorder (ASD) may also display attention deficits, engage in repetitive behaviors, resist environmental changes, have unusual sensory experiences, and may exhibit inappropriate behaviors that have adverse impacts on educational performance (Delano, 2007). The incidence of children identified with ASD has steadily increased and has thus changed the dynamics of education. Due to the number of children diagnosed with autism dramatically increasing over the last fifteen years, the demand for research-based

Renoxx Caregivers is committed to providing personalized services and supports to children with Autism in order to promote independence and improve the quality of life for both child and their families. Since 2010, Renoxx Caregivers is a licensed provider for home and community based services under the Maryland Medical Assistance Autism Waiver.

There has been a significant amount of progress in defining the rights of special education for students over the years. Special education assists students who require guidance as he or she is attempting to learn within a public education environment. The Centers for Disease Control and Prevention estimates that 1 in 68 children are identified with autism, which is also known as autism spectrum disorder (ASD) (“Facts about ASD”). According to Autism Society of Maryland, “Autism is a complex developmental disability’ signs typically appear during early childhood and affect a person’s ability to communicate, and interact with other individuals differently and to varying

In order to create a learning environment where each student can effectively learn, “educational professionals and parents need to be able to understand federal requirements for individualized education program (IEP) meeting. Educational professionals and parents need to have an understanding of the principles behind the Individuals with Disabilities Education Act (IDEA). The principles include; zero reject, nondiscriminatory evaluation, individualized and appropriate education, least restrictive environment, procedural due process, and parent participation. The article discusses the importance of these principles during IEP meetings by examining six things that should never be said during an IEP meeting during six different scenarios.

Research in this article was directed towards using effective culturally responsive principles for students with learning disabilities (LD) in an educationally setting. Utley, Obiakor, and Bakken (2011) have noted that schools are changing which requires new teaching skills that teachers have to acquire in order to successfully teach culturally and linguistically diverse (CLD) students with LD. Educators have not been taking into consideration how multiple cultural backgrounds and socioeconomic statuses affect learning. Based on their various backgrounds, CLD students have different learning styles than their white peers, which can result in low academics and can be referred for special education when their struggles in academics are a result of their cultural needs not being met. Mercer and Pullen (2009) reported 58% of white students have a learning disability. Hispanic and Asian students follow with 19% of the student population being diagnosed with a

Larger numbers of children have been diagnosed with autism making education on the radar of concerns. Parents are worried about the education of these students. Multiple approaches

Autism is a neurological disorder. Walker-Smith and colleagues discovered low concentrations of alpha-1 antitrypsin in children with typical autism while D'Eufemia and colleagues identified abnormal intestinal permeability, a feature of small intestinal enteropathy, in 43% of a group of autistic children with no gastrointestinal symptoms. Autistic disorders result from the incomplete breakdown and excessive absorption of gut-derived peptides from foods. These peptides may exert central-opioid effects directly or through the formation of ligands with peptidase enzymes that required for breakdown of endogenous central-nervous-system opioids, leading to disruption of normal neuroregulation and brain development by endogenous encephalins and endorphins.

The best point in time of diagnosing an Autism in a children is, when they are at the age of 15-18 month year old (Elder, 2012). Due to the empirical of identifying the accurate symptoms of ASD in adulthood stage, childhood age around 15-18 month old is the best point in time to properly diagnose ASD in children (Elder, 2012). Diagnosing an Autism in a child at this specific point in time is beneficial of analyzing proper symptoms and Pintpointing specific behavior associated with diagnosis of an ASD (Elder, 2012). According to the study, doctors and physicians will not fully diagnose ASD in children who are premature and did not reached the desired age around 18 month old. The symptoms may vary as the child reaches that desired age range of 18 month old

Autism Spectrum Disorder (ASD) is defined as “a complex developmental disorder that can cause problems with thinking, feeling, language and the ability to relate to others…The effects of autism and the severity of symptoms are different in each person” (American Psychiatric Association (APA), 2016). This case study will critically examine the statement of ‘I’ve got another autistic child in my class this term! I guess I’ll just sit them all together; at least then I can work with them on the same activities at the same time.’. It will also explore classroom strategies for children on the Autism Spectrum.

Many people are unsure about whether premature symptoms introduce changes in toddlers with ASD from ethnic minority versus those who different non-minority backgrounds. Treatment studies connect different studies in toddlers with ASD. There has been a number of 19 minority to 65 Caucasian children and their parents involved within this study. Each variable was contained by the Mullen Scales of Early Learning, Autism Diagnostic Observation Schedule, and Communication and Symbolic Behavior Scales Caregiver Questionnaire (Tek & Landa, 2012). More than half of the parents were from the upper classes regardless of ethnic association. Minority children had decreased scores in language, communication, and gross motor than non-minority children (Tek

The inclusion of individuals with ASD in mainstream classroom settings first began with the introduction of the Education of All Handicapped Children Act of 1975 and later reauthorized as the Individuals with Disabilities Education Act (IDEA) (US Department of Education) in 1990. These laws ensured that all children, no matter their disability were included into general education classrooms, even though they may not have been given the proper learning environment needed to succeed. Inclusion in the education system has created a lot of controversy among teachers, and parents. This controversy represents the decision to incorporate students with Autism Spectrum Disorder (ASD) into mainstream classrooms rather than special learning classrooms no matter their severity on the ASD

The Over- diagnoses and under-diagnoses are higher for children from racial and ethnic minority communities, because of diverse social and institutional factors or barriers that affect the children by having lower or higher prevalence documentations. The problem with the documentation process is that it increases racial and ethnic disparities and decreases the quality of assessment and intervention. The factors or barriers that contribute to over or under diagnoses of autism spectrum disorder in the racial and ethnic minority communities could be factors coming from biases from service providers, parents’ beliefs and social status, and environment.

Speech or language impairment- is a communication disorder such a stuttering, language impairment, impaired articulation or a voice impairment that affects a child’s educational performance, some causes include hearing loss, neurological disorders, brain injury, intellectual disabilities, drug abuse and physical impairments such as a cleft lip. More than 1.1 million of the 6.1 million children with disabilities were served under the category speech or language

Autism is a complex disability, as the way it manifests in each child differs in severity across numerous characteristics. Children diagnosed with autism qualify to receive special services and a “free, appropriate public education in the least restrictive environment” under the federal legislation, Individuals with Disabilities Education Act (Hunt & Marshall, 2012, p. 15). Autism was added to IDEA in 1990 as a new disability category. The legislation defines autism as “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3 that adversely affects a child’s educational performance” (Hunt & Marshall, 2012, p. 301). The “Rules for the Provision of Special Education” from the State Superintendent of Public Instruction of Washington state also outlines eligibility and individualized education programs for children diagnosed with autism (Rules for the Provision of Special Education, p. 11 & 46). Furthermore, the DSM diagnoses autism when a child shows “qualitative impairments” in social interaction, communication, and “restricted repetitive and stereotyped patterns of behavior, interests and activities” (Hunt & Marshall, 2012, p. 302).