Connor Autism Spectrum Disorder

The No Child Left Behind and the Individuals with Disabilities Education Act entail that students with disabilities or special needs to be open to the overall education and determine the progress of the child. Three unsurpassed practice strategies for supporting young children on the autism spectrum (including Asperger's Syndrome) in an early learning environment. The first strategy is reinforcement. Reinforcement is a critical strategy of evolving and maintaining the enthusiasm of this type of student. A teacher must use objective or actions that the students would like or enjoy that can be obtainable behavior. In my field experience observed I have seen the Pre-K teacher use the computer and smartboard to interact with the class as well

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

144). Some other techniques for improving the learning experience of students with autism are structured teaching, speech and language therapy, social skills therapy, and occupational therapy. Keeping a structured and predictable schedule is imperative when instructing a child with autism. The child will also, most likely, need some specialized classes in speech as well as instruction in appropriate social interaction, as one symptom of autism is a lack of comprehension of social norms. Educators need to keep in close contact with the team responsible for the student’s educational plan and diagnostic write-up to ensure that there are no large gaps in the educational programs suggested and the ones being applied.

The topic I chose to research for the final project of this quarter is Autism, this paper is geared towards early childhood educators, children and families who are coping with ASD. I have included resources for children and their families, and also included strategies and ideas in working with young children with ASD in the classroom. Starting, with the definition of Autism, which is also called Autism Spectrum Disorder, is a serious developmental disorder that impairs the ability to communicate and interact. Autism is a developmentally disability that involves delays within, speech, social skills, language and behavior. Children left untreated with ASD, can suffer from not developing social skills and may not learn to behave appropriately, very few children recover completely from autism without any intervention. There are a wide variety of treatment options that can be very helpful for children and their families with ASD. Autism Spectrum Disorder impacts the nervous system, common symptoms include difficulty with communication, social interactions, obsessive interest and repetitive behaviors. Early interventions, behavioral, educational, and family therapies can help reduce symptoms and support development and learning. Early signs of autism spectrum disorders may consist of, the ability to read at an early age but often without understanding what it means, may not cry if in pain or seem to have any fear, may be very sensitive or not sensitive at all to smells, sounds,

I have always been fascinated, though, by the brain processes the individuals with autism go through and how their perception of the world and communication gets affected by this disability. The Autism App wheel categorized each app by the area the student could get a benefit from for improvement and I found it extremely well-detailed. I usually keep a copy of all my school work but I will make sure that I keep an eye on this chart as I can definitely see myself using it in the future with my students. When working with students with autism, I must likely need to keep in mind their struggles with sensory. I need to make sure that my future lesson plans will include differentiated materials that will address a particular’s student needs in a way that he can access the general education curriculum and at the same time with a bigger goal of implementing everything being taught in the classroom to be translated to the real world. AT services and devices could be my best allies when trying to accomplish

My student teaching placement was in a 3rd-5th grade autism support classroom. Based on Piaget’s cognitive theory, 3rd-5th grade students are in the concrete operational stage. However, cognitively, the students in the class are in the pre-operational stage. As a result, they view the world through symbols, but are unable to concentrate on multiple aspects in a situation (T. Crandell, C. Crandell & Zanden, 2012).Students with autism also generally do not do well with task that are abstract because it is more challenging for them (Smith, Segal & Hutman, 2015). Instead, they do well on tasks that allow them to use their visual skills.

Artifact 2: Artifact 2, under Tab E: Instructional Planning and Strategies is the Research Paper completed in the course ELSE 6183 Teaching Students with Autism Spectrum Disorders. The Research Paper project required students to research teaching practices and strategies dealing with students diagnosed with autism spectrum disorders. Candidates were ask to research and review related literature to the pertaining to the selected research topic. Students then completed the research paper on their selected topic, including completing an abstract, introduction, and summary of the problem or topic related to the research. Additionally, students were asked to include a summary of the related literature research, discussing of proposed solution, and conclusion to the research topic. Lastly, candidates created a video presentation of discussing the research topic and

For children with Autism Spectrum Disorder (ASD) school can be very difficult for them and they need a lot of support to be able to become efficient learners. Some of this support comes from teacher, students, staff, family, admiration, and the overall set up in environment of the classroom. For the purpose of this study I will be specifically looking in to how the classroom environment affects children with Autism’s occupational development. There occupational development will also encompassed their learning and the two will coexist together. If a student it in an environment that they are performing well in and are learning the classroom material, they will also have good occupational development, and vice-versa. Occupational development is essential for these students to live a fully function and happy lifestyle, and will educated teachers and staff, they should be able to achieve this balance.

Therefore, because students with autism have difficulty processing the most obvious information environments, it is essential to incorporate visual instruction, visual organization, and visual clarity. Visual supports allow students with autism to engage in life. In addition, providing visual cues provide opportunities of structure, routine, and sequence that many children with autism required to participate in daily activities. Furthermore, providing visual supports combined with systematic instruction provides the opportunity to ensure learned skills, while promoting high levels of engagement. Communication is essential and has a significant purpose for a child with autism spectrum disorder. It is necessary to build on these communication skills, once a student understands how to interact with others and communicate wants and needs the student will improve their quality of life. Understanding your student’s strengths and weaknesses, talents and interests, and other areas of difficulties will allow opportunities to create design effective approaches and strategies that can substantially affect your student in every phase of their

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.

As an educator in the 21st Century, we must try to be prepared and do the legwork prior to the start of the course. We should identify all of our assistive needs of our learners and try to be ready and prepared for it, especially now that our Autism ratio went up again. Therefore, we must prepare as much as we can on multiple fronts with an alternative plan just in case we run into a surprise and things does not function as we had planned. Things could go wrong, technical issues, network and other similar issues from both the learner’s side and the instructor’s side. We must be very familiar with the course content, objectives, materials, and course timeline. We should try to study our student’s portfolio as much as possible in order to build a solid communication relationship and provide assurance for their safety and our education’s

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

Even with the provision of evidence-based teaching practices, many educational professionals may still find it difficult to acquire the most appropriate ASD approach or method to meet the every changing and complex needs of students diagnosed with an autism spectrum disorders. One evidence-based, ASD, approach that needs to be considered by education professionals, especially those working with individuals in the general education classroom, is the Social Communication, Emotional Regulation, and Transactional Support, or SCERTS, educational model. “In the SCERTS Model, the above components are believed to be crucial in supporting the development of individuals on the autism spectrum and their families”, (Paola Molteni, 2013, p. 137).

Classroom engagement is always a key issue to rookie teachers. There are various types of learner exist within a classroom and they each need to be treated differently. As teachers, we need to raise our awareness of the attributes, competencies and challenges for each of those different learner types in order to engage them in the class. This portfolio will introduce Autism Spectrum Disorder, Hearing Impairment, Gifted and Talented Students and Challenging Behaviour in the classroom as example of various learner types and discuss learning competencies and challenges, and then provide possible engagement strategies for each of those learner types. Part B of this portfolio will discuss four teaching strategies that are likely to engage students with autism spectrum disorder.

Autism or Autism Spectrum Disorder is one of many developmental disabilities that affect students learning. In fact, in the United States, Autism is the fastest-growing severe developmental disorder (“What is Autism,” n.d.). Also, the prevalence of Autism Spectrum Disorder is 1 in 68 children and the prevalence in boys is 1 in 42 children (“What is Autism,” n.d.). Furthermore, Autism Spectrum Disorders also affects the way a child learns and over the years, several teaching strategies have been developed to help teachers to effectively educate students with Autism. Research has also been conducted to develop and test new teaching strategies for Autism and continues in playing an important role in the education of students with Autism.