Baby Fold Thesis

A lot of people don’t realize the challenges of living with a child who has been diagnose with Autism can be. It is a twenty-four-hour seven day a week job no vacation, no sick time and no pay. From the time the child is diagnosed it is a constant worry especially if the parents don’t know much about the condition. It starts with continuous Doctor visits, social services, and therapy sessions, just to figure out how serious the condition may be and what level of the disability the child has and this is only this beginning. Next, to find the tools the child needs to overcome the disability, like learning development and cognitive process, social skills, comprehension capabilities, and many more depending on the severity of autism.

The Jane Justin School of Autism provides the right life skills and knowledge that children need to live a meaningful and productive life. How the school makes this mission possible is by responding to the needs of the students and families while respecting and embracing the individuality of the child while maintaining educational excellence. The Jane Justin School also hopes that the students one day may be able to return to a traditional classroom and educational setting with the skills that would make this possible.

Room 213 is located in Lillington-Shawtown Elementary School (LSES), a diverse and mid-sized school located in the Harnett county seat of Lillington, North Carolina. A classroom of five students with moderate disabilities, this EC self-contained setting is spacious and well-organized to address the needs of the four boys and one girl who are taught by Ms. Hatcher and assisted by Ms. Parrish and Ms. Roper. Most of the students are either 4th or 5th graders, half of whom are returning for their second year with Ms. Hatcher; there is also one student who is currently homebound who may be joining the class in September pending the results of upcoming conferences. The students’ classifications include autism and intellectual disability- moderate and per the county’s designation the classroom is listed as an Autism Self-Contained classroom. All of the students received additional support from the school’s occupational and speech therapists and half of the class receives additional support services from the school’s physical therapist. All students are provided transportation services as well.

This school serves a range of disability students as well as their typically developing peers. This school shot through the roof, the school was filled almost immediately. Some parents even moved states just have their child put into Arizona Autism Charter School. The school uses applied behavior analysis

Marc and Susan will have to work together to meets James's needs along with creating a parenting style that works for the entire family. The Growing Minds program will help Marc and Susan transition into a parenting style that is suitable for James and is doable in a military family. This program will help alleviate the tension between Marc and James and Marc and Susan because they will learn how to handle the gaming situation better and will think of new activities for James to do. Autism Speaks will connect the family with others and create a support system in times of need. This is a great program to use as a resource when Marc and Susan are unsure of what Autism fully entails or when they need a moral boost from the walks. Lastly, the summer camp will help James break out of his comfort zone of gaming and into a facility that is full of physical activity. The camp will help him feel more confident and he will be able to interact with others in a social environment. Our hopes from the camp is that he will be able to find an activity he enjoys but is also good for him such as

Our first speaker for SW 325 The Helping Professional in Health Settings class was Sharon Boudreaux. Sharon has a Master of Arts in Teaching of special education. She focused on Applied Behavior Analysis (ABA) for teaching children with autism and other forms of developmental setbacks. Sharon is currently the Director of Education Outreach at the Autism Center of North Mississippi (ACNM). The ACNM, which Sharon helped in creating and growing, provides educational and behavioral services to families and schools to help support children with autism spectrum disorders, developmental delays, learning difficulties, and challenging behaviors. The ACNM offers a multitude of services. Such services may include parent counseling, skill assessments, ABA therapy, services for schools, and parent and teacher training.

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

Because members of Autism in Motion are low on the autism spectrum, they don’t qualify for state funding; therefore, they are supported through donations and fundraisers. Programs are offered for those who are out of school but not yet employed. It helps them stay active in our community and it allows for them to learn, make friends, and get out of their comfort zone. Services they provide involve a variety of classes which includes cooking, creative expression, and theater. They also host social events and provide them with assisted job hunting. The goal of this program is to help adults with autism learn, make friends, and develop social skills that will help them succeed independently. As of right now, classes are at an affordable price but without the proper funding, they would have to increase the cost of each class, reducing the amount of people who are able to benefit from

She has played an active role in developing community based experiences for the students and connecting them with outside agencies for additional support. She is always willing to learn new programs or instructional strategies to best meet the needs of her students. Amy seeks help and assistance when needed. Amy’s commitment to education is evident even in the summer when she provides instruction to a group of middle school school students with Autism.

Seph Koutsioukis is a 14 year old boy with autism. When he was in second grade he had so much trouble coping up and dealing with pressure of school. He was in a classroom at an elementary school in Simpsonville (Shah, 2011). For Seph, on-the-spot questions from teachers were a source of embarrassment. It was hard to concentrate and was easily distracted by sights and sounds in the colorful, occasionally loud room (Shah, 2011). Due to his problems his mother Kelly koutsioukis pulled him out of regular school and enrolled him in a virtual school (Hester, 2011). Seph who was 10-year-old then, had taken online classes through the South Carolina Connections Academy, a virtual school based in Columbia, (Shah, 2011).

CBS’s mission is to assist individuals with developmental disabilities and autism with the least intrusive methodology to live and work in the least restrictive environment and maximize their potential as constructive members of society. They are based on the principles of Applied Behavior Analysis (ABA), one to one direct instruction, consultation to parents and school staff, and individual and group workshop trainings. Each child has an individualized program according to the specific needs of the child and family.

The NH LEND program partners with the University of Maine Center for Community Inclusion and Disability Studies to provide the opportunity for trainees and fellows in the State of Maine to train in leadership roles within an interdisciplinary and culturally diverse professional network. Our work strives to improve the health and quality of life for infants, children, and adolescents who have, or are at risk for developing autism and other neurodevelopmental disabilities. The program is funded by a grant from the Maternal Child Health Bureau (MCHB), Health Resources and Services Administration (HRSA), and U.S. Department of Health and Human Services (DHHS). It is administered by the Association for University Centers on Disability (AUCD).

Although the module was on Autism, many practices presented could also work for Lucia, a case study child who is not diagnosed with autism. Lucia is nine years old. She is in fourth grade and attends a suburban elementary school. Lucia has multiple disabilities including cerebral palsy, an intellectual disability and a language delay. Lucia’s primary language is Spanish. She also uses both a wheelchair and augmentative communication device to accommodate her needs. The case study, indicates that Lucia has progressed in many areas, however, more evidenced based

In Austin, Texas the Fuller family found themselves facing a major obstacle. Fifth grader, Jade Fuller was a sweet and energetic child who was also diagnosed with Asperger syndrome and attention deficit-hyperactivity disorder. Jade’s family first noticed something different about her when she was six years old and couldn’t read a single word. Alarmed, the family sought special education. For the next 4-5 years the Fuller family would be battling their Texan school district for adequate education that Jade would be denied of. After years of frustration and lack of service, the Fuller family relocated to State College. Their new school district promised Jade and her family that they wouldn’t “let her fall through the cracks” (quote). Jade is

Conner is five years old and has been formally diagnosed with moderate/severe autism. He lives in a home with his biological mother, father, and one sister. Up until age three, he exampled no obvious symptoms. He began showing more obvious signs at age three such as lack of speech development, flapping, tip-toe walking, and no peer interactions. The symptoms went unevaluated for about a year. At age four, Conner began to receive speech, physical, and occupational therapy service at his daycare center. He is now currently enrolled in a specialized school for children with disabilities and has been there for almost a year. As of this time, the family does not plan to transition him into a public school environment. Conner needs further mental