Children With Autism

Autism is a mental disorder, present from early childhood, characterized by difficulty in communicating and forming relationships with other people and in using language and abstract concepts. (Classroom-Assessment-Theory-into-Practice, 2012) One in 88 children are diagnosed with autism and the symptoms are usually noticed between the ages of 18 months and 5 years. Typically, autism affects individuals in 5 key areas: Communication (verbal and non-verbal), Social skills, Behaviors, Learning, and Medical issues. Because this disorder has a dramatic impact on a child 's ability to learn, it is imperative that teachers understand the conditions surrounding autism and know how to accommodate these students. (Classroom-Assessment-Theory-into-Practice, 2012) Teachers can understand more about a student with ASD and how to accommodate the student by doing different assessments. Assessments are an extremely important part of special education. Teachers need to make sure that the assessments given to their students is correct in everyway possible. It should be correct in what they are testing, meaning what the teacher or specialist want to know from the assessment, is the information that the assessment is giving the students correct, on how the assessment works, and all assessments must have validity and reliability. Assessments often include various tests, both standardized or criterion-referenced, but testing is not the only

As an educator, it is a great chance you will have a student with Autism in your classroom. It is important for all educators to be familiar with the Individuals with Disabilities Education Act. Most people view the IDEA as the sole responsibility of a teacher of special education. However, with inclusion classrooms and non-identified students, all educators should be trained to meet the needs of all students. This video gives parents a very good overview of services available for Autistic children. If a children identified as Autistic, they can be eligible for services through a special education classification. Since Autistic Children’s needs are unique, there are a wide

I agree with you we van see clearly the different way to interact with object and people of an ASD child and a child without ASD. The first child is more interested to interact with a specific object for a long time while the second child wants to interact with a person and respond to social demands.Also, i think that its is important to include ASD children to regular classroom because they can have the opportunity to interact with peers and learn social skills, but the teacher should be capacity to manage a class with a child with special needs. Sometimes when the teacher doesn't have experience with these kind of children, she pay lees attention to the child with special needs because he has different way to learn and interact

Give the ASD student fewer choices. Instead of having five choices of what color paper, give them two or three choices. While as teachers we like to use idioms, such as turn your listening ears on, an ASD student will be left confused. It 's best to avoid using them. The same for sarcasm. Repeating instructions and checking with the student to make sure they understood is vital. Providing visual schedules for how long an ASD student has before going moving on another task can help motivate them to get through tasks that don’t interest them, so they can move onto tasks that do interest them.

Autism: Helping Autistic Children Find Their Voice, is essentially about spreading more awareness about the condition. Autism is a misunderstood condition especially when it comes to knowing exactly how to cater to Autistic people in everyday settings such as in school or at home. This book goes into the symptoms that are associated with the condition, as well as common myths and misconceptions that are ultimately hovered over those dealing with Autism. It also discusses the pros and cons of current treatments and therapies available to these individuals. As I begin reading this book I hope to gain a deeper insight into this condition, so that I will be able to have more empathy and be better equipped to support those with Autism.

Students with attention deficit-hyperactivity disorder (ADHD) often have issues with impulsivity, sustained attention, and over activity (McCurdy & Cole 2014). These behaviors can manifest in classrooms, and cause stress on both the student and the teacher. Students diagnosed with ADHD have been known for having difficulty following instructions, completing activities, and complying with classroom rules (Stalvey & Brasell 2005). Some students on the autism spectrum also have trouble keeping their thoughts inside of their heads and it’s much easier to say it out loud.

Students with autism can become overwhelmed very easily by even minor deviations from the routine. It is important to be sensitive to the way autistic children function so that their potential can be reached.

Autism has been deeply researched and analyzed in the journal articles, and there are various important aspects of the condition that stand out. Regarding this, though the condition affects a small proportion of the population, understanding it is an effective way of helping its patients and the people around them. Autism affects a person's judgment and perception as well as the relationship aspect. Autistic children have difficulty establishing and maintaining relationships with normal children (Barbares, William, Slavica, and Robert, 2006). At times, the children feel neglected and cannot help feeling lesser persons due to their inability. However, it has been noted that it is possible to help children with autism learn how to live positively

Children who are diagnosed with ASD have many treatment types available to them. Most of these treatment options are centered on the development of the autistic children’s social and behavioral skills, which can help them achieve as normal of a life as possible. Without treatment, most children with ASD will

The spectrum of autism has expanded making a special education program a necessity to any school. Autism speaks states, “Every child has the right to a free appropriate education (paragraph 2)”. Not only should an autistic child have the right to education but instead the right to personal and influential education. Advances in technology and research provide autistic students with a plethora of opportunities in education. Teaching autistic students requires a great deal of training and complete knowledge of the particular condition.

Pupils with ASC mainly struggles with social understanding, communication, and repetitive routines or behaviours (Hartman, 2013).They all share similar symptoms, but the term spectrum indicate there’s a range of severity levels (Prior et al. 1998) and adequately does the level of support needed (Volkmer, 2008). Pupils with ASC are faced with numerous academic challenges, they may display difficulty with the changes, distractions, and constant interaction on a daily basis, they often experience difficulty in executing and staying on a task (Goodman & William, 2007). It is essential to understand the learning characteristics of autism so that these children have the best chance of support success in the classroom. Temple Grandin, Ph.D., a college

Also our student “Billy” he loves kinetic sand, which is sand that is magnetic (keeps it together easier than regular sand). With this sand “Billy” can draw numbers, and letters he is working on with staff, as well as create art. Kinetic sand is also a sensory tool we use with “Billy” and he just loves it, and at times difficult to get him to stop playing with it and move on to a different area. There is also much progress with children in using technology. While it is important for writing and handwriting to be practiced, many ASD children have issues regarding their handwriting, so many researchers suggest letting children with ASD become familiar with keyboards and typing, and have found it is easier for the child to communicate using technology. Also, as more children are diagnosed with ASD, I feel as an educator, that depending on the severity of the child’s diagnosis, that ASD children should have one-on-one educators. While the school program I currently work in, is not predominantly populated with autistic students, we currently have four students diagnosed with ASD, and each one of those students has a one-on-one educator or aide, to progress the child’s development and

The purpose of this paper was to research fully-developed strategies available for educators to utilize who may have the opportunity of working with an Autistic Spectrum Disorder (ASD) student in their general education classroom. It may be as a teacher, an associate, or a paraeducator. With a shift toward inclusive classrooms, it is not uncommon to see special needs students learning alongside their typical peers. ASD students have deficits within four engagement categories -- auditory, visual, social, or physical. They may struggle in one, all, or any combination of the four categories. ASD issues involving auditory engagement can be lessened by the use of cues, prompts, and song transitions. ASD deficits involving visual engagement can be

Students will be educated about the syndrome and interaction will take place. During interacting, if I notice the student seem to be getting agitated or having a meltdown that might due to stress from the current situation or frustration. I will make the student avoid any situation that might provide sensory overload. If for any reason the student is getting overwhelmed, I will make the student exit the classroom to a safe environment where he or she can relax and calm his or herself. I truly believe the reason that the student display such behavior toward the other students with AS is due to two main reason, lack knowledge of his condition (if the student knew that individuals with AS can be egocentric, sometimes things must be associated primarily to their want, needs, and interest, that could have prevented such situation from happening) and lack of classroom management (Whether it a discussion or simply asking a question, they should be taught to wait for their turn, if a discussion is taking place a student should be able to state his or her belief for two minutes than the next student is allow to state his or her opinion explain why she or he agree or disagree). The fact that there is not any rules and the student allowed to talk when and how they want and also the fact that the teacher allowed this to continue is what contributed to this

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.