Disorders In A Classroom Setting

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.

Mental illnesses have been changing how Americans view one another. A major disability that wrecks havoc on citizens and their viewpoints is the list of disorders under the autism spectrum. Many styles of aid are available to these people, most beginning with younger, school age children. However, the question stands whether they actually need all the assistance being thrown at them. While students diagnosed with Autism Spectrum Disorder (ASD) or Asperger’s Syndrome (AS) should be given the help they need to flourish, their needs are different from others with special needs. Furthermore, while their grades are likely maintain a decently high average, they may not manage all too well socially.

Colleges are seeing a larger population of students annually who are on the Autism Spectrum. There is a great need for faculty, college advisors, and student affairs staff to develop better strategies to work with these students. Faculty can play a significant role in helping these students succeed both inside and outside the classroom. A clear understanding of what Asperger’s syndrome is and ways to connect with students with Asperger’s syndrome is extremely important to the ultimate success of these students. These students will be less likely to have a successful transition from high school to college without the proper support system in place to address their specific needs.

While children with Asperger’s Syndrome have an average to above average intelligence and normal cognitive abilities, they unfortunately suffer with impaired social skills. An effective treatment program will have to be tailored to fit the specific child’s Asperger’s in order for the child to be successful in managing his or her own behaviors. This form of treatment is run by a psychologist, counselor, speech pathologist, or social worker, these therapies are invaluable ways to build social skills and the ability to read verbal and non-verbal cues that is often lacking in those with Asperger's. (WebMD, 2013) Without the implementation of the appropriate treatment needed for the lack of social skills as a child, these deficits will continue into adulthood and affect societal and professional performance. According to Szatmari, Bartolucci & Bremner (1989), “Adults with ASD are much more likely than the general population to be unemployed or underemployed and much less likely to have satisfying social relationships” (Szatmari, Bartolucci & Bremner, 1989, Para. 3). The results of this study may have had something to do with the lack of treatment in children with Asperger’s. Even though there is not a cure for this syndrome, understanding the multiple treatment options can reduce the stigma and inaccurate labeling of children with ASD.

In today’s society, Asperger’s Syndrome is being talked about, and seen, more than ever, from television shows, such as Parenthood, to magazine articles, and of course in the inclusive classroom. Throughout this paper we will be looking at where Asperger’s Syndrome originated, some of the characteristics and causes, as well as ways in which teachers and parents can better deal with a child that has Asperger’s Syndrome.

Another intervention approach that facilitated positive social interaction among ASD or Asperger’s Syndrome and typically developing peers is through peer-mediated intervention (PMI). PMI is an evidence-based, peer-focused social skills intervention where rather than teacher delivered instruction, ASD students are taught primarily by their typically developing peers (Reichow and Volkmar, 2010). Teachers are able to use PMI to model and prompt targeted social behaviours within inclusive schools settings, promoting positive social interaction among typically developing students and those with ASD (Watkins, Kuhn, Gevarter, Lancioni, Sigafoos & Lang, 2015 and Carter, Common, Srecokvic, Huber, Botema-Beutel, Gustafson, Dykstra and Hume, 2014). Using peers as intervention agents allows for students with ASD to practice social skills and interact with others in a much more naturalistic setting (daily school activities such as roll call, lunch, during class), making it much easier for the skill to be generalised or maintained, particularly when the students are engaging in something they enjoy (Gardner, Carter, Gustafson, Hochman, Harvey, Mullins and Fan, 2014 and Watkins et al., 2015).

While many individuals may have racial categories in mind when they are presented with a topic about minorities, autistic individuals are rarely brought to the surface of this conversation. This means that one should consider those with disabilities as another minority category. Those with autism cannot express their thoughts well, showing their lack of socialization with anyone. Knowing that autistic individuals are born with this genetic disease serves as a detriment when they face a classroom environment, where communication is quite important, especially in the K-12 system of the United States. Therefore, not supporting autistic students to their fullest potential serves many problems to the student, parent, and educational system.

Amazingly, one percent of new births will have some type of autism (Autism Society of America, 2010). Asperger’s disorder is one type of Autism, and is at the high end of these disorders. This “disorder, which is also called Asperger's syndrome (AS) or autistic psychopathy, belongs to a group of childhood disorders known as pervasive developmental disorders (PDDs) or autistic spectrum disorders”(Exkorn, 2006). A characteristic of this disorder is harsh and strict disruption of a certain type of brain development. The most affected areas of Asperger's disorder is difficulty in social understanding and in behavior or activities that are limited or recurring (Frey, 2003). Students with Asperser’s have different levels of seriousness,

In order to create a successful inclusive classroom for children with autism, it is important to know more about the disorder and its characteristics. Every person with autism has different characteristics. “Children diagnosed with autism spectrum disorder display a range of specific characteristics such as: (a) impairments in communication and interactions with others; (b) restricted, repetitive and stereotyped behaviors, interests and activities; (c) delays in either ‘social interaction, language as used in social communication or symbolic or imaginative play’ with onset before the age of three” (Deris & Carlo, 2013). “A child’s profile along the continuum of Autism Spectrum Disorders dictates the severity of impairment in language engagement, social connectedness, sensory integration, and cognitive skills” (Friedlander, 2009). Each person is very unique. “They include autistic disorder (sometimes referred as “classic autism”), Rett syndrome, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS) and Asperger syndrome” (Autism Speaks). The table below shows three different levels of severity of autism. The data focuses on the level of severity, the social communication, and the restrictive, repetitive behaviors

It is important that all students receive appropriate educational services so that they can reach their potential as individuals and as members of the wider community. There has been a continuing increase in the number of students eligible for special education services under the definition of autism. This increase has made the education of students with autism within inclusive classrooms a key priority for educators and parents. Children with autism are entitled to effective evidence-based interventions delivered in the least restrictive environment possible, and preferably in general education settings.

Learning about Autism is important for any type of teacher. With many different types of testing for Autism within this article ICD-10R, DSM-IV-TR, and DSM-5 are discussed. Many people do not know that Autism Spectrum Disorder (ASD) is serious. It is a neurodevelopment disorder. “In recent years there has been a rise in reported rates of ASD” (Wilson et al., 2013). There is information about how Autism is diagnosed on three domains. Those domains are abnormal communication, impaired social interaction and restricted and repetitive behaviors along with interests. There were research and testing completed that included 158 individual participants/ All of the individuals were assessed for ASD.

Students with Autism Spectrum Disorders need to learn the academic and social skills that will prepare them for future jobs, just as typically developing students do. The term “Autism Spectrum Disorders,” or ASD, refers to a group of disorders with specific characteristics including deficits with communication and socialization, repetitive behaviors, and limited or restricted interests. As much as possible, students with this disorder are typically mainstreamed, or included in, general education classes to improve their social behaviors and communication. Mainstreaming students with autism has positive benefits for their peers as well. Depending on the severity, students may also benefit academically from inclusion. However, since

Autism spectrum disorder has several categories. One of those categories is Asperger’s syndrome. Asperger’s syndrome was first described in the 1940s by Viennese pediatrician Hans Asperger, who observed autism-like behaviors and difficulties with social and communication skills in boys who had normal intelligence and language development (N/A, Asperger's Syndrome). What separates Asperger’s syndrome from bona fide autism are its less severe symptoms and the absence of speech delays. Children with Asperger’s may only be mildly affected, and they frequently have good speech and cognitive skills. Children with autism are often seen as aloof and uninterested in others. This isn’t the case with Asperger’s syndrome. Individuals with Asperger’s Disorder usually want to fit in and have social interaction with others, but often don’t know how. They may be socially awkward. They might also not understand conventional social rules. They also usually show a lack of empathy. They might have limited eye contact, seem unengaged in a conversation and not understand sarcasm and gestures. Their interests in a specific subject may border on obsessive. Children with Asperger’s Syndrome often like to have collections. They might be proficient in knowledge categories of information, such as Latin terms. They may be great with following rules but struggle with abstract concepts, or "gray

Autism spectrum disorder (ASD) is the name for a group of developmental disorders. ASD includes a wide range, “a spectrum,” of symptoms, skills, and levels of disability. People with ASD often have these characteristics such as ongoing social problems that include difficulty communicating and interacting with others. Repetitive behaviors as well as limited interests or activities. Symptoms that typically are recognized in the first two years of life. Symptoms that hurt the individual’s ability to function socially, at school or work, or other areas of life. Some people are mildly impaired by their symptoms, while others are severely disabled. Treatments and services can improve a person’s symptoms and ability to function. In the presence of

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.