Essay On Teachers Support Student With Autism

     Autism is a developmental disability that affects all areas of behavior and perception. Approximately 10 out of every 10,000 children are diagnosed with autism and four out of five are males. Autism is the third most common developmental disability, more common than Down Syndrome. Children with Autism are characterized by impairment in several areas of development such as: Cognitive, Language, Play/Socialization skills and exhibit many challenging behaviors. Behavior Patterns of Autism:

This case study focuses on Connor, a Year One student diagnosed with Autism Spectrum Disorder (ASD). Observations and assessment of Connor’s specific needs, current level of performance and modifications to the learning and teaching environment currently being made to cater his individual needs will be analysed. Consequently, a range of teaching strategies, assessment strategies and resources to support Connor will be discussed and Individual Learning Plan (ILP) offered. Finally, a reflection on the strategies proposed and their influence on Connor’s learning needs will be detailed.

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

Children With Autism Children with autism have the possibility to improve greatly, and some even overcome the effects of autism if appropriate therapies are begun early enough. A multifaceted disorder, autism has long baffled professionals and parents alike. At a point in time, doctors gave parents absolutely no hope for the recovery of their children. But recently, new treatments and therapies have shown that improvement is possible. With early intervention, intensive care, some children have if not fully recovered, improved, and have been integrated into schools, indistinguishable from their peers.

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 number of pupils with autistic spectrum conditions (ASC) being educated in mainstream settings is increasing (Humphrey 2008). Inclusion in main stream education can be extremely beneficial for pupils on the autism spectrum (Great Britain. Department for Children, Schools and families, 2009), however there is growing concern about the educational experiences of pupils with ASC. Only 12% of parents with children in an unsupported mainstream primary school are very satisfied (Barnard et al 2000).

My personal experience working with individuals with autism have shown me a deterioration in their social interaction and in verbal and non-verbal communication behaviors. Dole & Iland (2005) cited the US Individual Disability Education Act that “classifies a child with autism when the child has significant disability in verbal and nonverbal communication and social interaction that affects the child’s performance educationally”. Mostly, people who are diagnosed with autism have proof of echolalia, which is a speech pattern that affects their social interaction with others. By definition, echolalia is a repetition or echoing of verbal words made by individual. According to Prizant (1983), more than 70% of individuals with autism show

Autistic infants often show little or no interest in other people and lack typical social behaviors. For example, they may not smile at their mother's voice or make eye contact with caregivers. Autistic children fail to develop normal relationships with their parents, brothers or sisters, and other children. Often they seem unaware of the needs and feelings of other people, and may not respond if another person is hurt or in distress. They also fail to make friends.

Since autism is on the rise in elementary classrooms, teachers are being told that they have to implement inclusion

There is little research to examine experiences and needs of individuals with ASD, or proper and effective support systems such as educational and family support needed for young adults making this transition. Most information that is provided on this topic is based on professional’s experience and knowledge. It is essential more research is provided to develop programs to help individuals transition from secondary education to higher education, this could decrease stress, anxiety as

Social interaction and communication skills are important when it comes to learning in the classroom. Students with autism may have been delayed in communication at an early age, and this delay may have delay cognitive development. Conferring to the research of J. E. Ormrod (2012), teachers use adapted instructional materials to aid students with special needs to assist them in a general education classroom (inclusion); moreover, “teachers should expect to have students with a wide variety of special needs in their classrooms at one time or another” (Ormrod, 2012, 4).

However, due to lack of functioning in the pre-frontal cortex, many students with ASD demonstrate a significant deficit in executive functioning. This leads to difficulties in sustaining attention to tasks, maintain organization, planning, and setting and pursuing goals (Dorminy, Luscre, & Gast, 2009). This can often require a great deal of attention from the teacher, often becoming a cumbersome task in a general education setting when there are other students requiring the teacher’s attention as well. Schulze (2016) suggested students with high functioning ASD can benefit from self-management interventions including self-monitoring, self-instruction, goal setting, and self-graphing. Self-management interventions teach students to “observe, assess, and modify their own behavior (Schulze, 2016, p. 225).” With this skill, the amount of time and effort needed to manage the student’s behaviors decreases, allowing the student to work independently, and the teacher provide more equally opportunities of learning to all their

After PRT implementation, children made improvements in spoken language (Schreibman & Stahmer, 2013). In a separate study, PRT supported teaching students the complex social skill of symbolic play (Stahmer, 1995). Children in PRT studies have made gains in the skills related to core vulnerabilities of ASD (Voos, 2012). In the Schreibman & Stahmer (2013) study, there was not a control group so it was difficult to draw conclusions between gains in spoken language and treatment conditions. In other research, there were short treatment periods of four months (Ventola et al., 2014). Short trial periods may not provide comprehensive

There has been an increase in the number of children diagnosed with autism or other autism spectrum disorders. It is likely as an educator that you will have at least one child with this diagnosis in your classroom. This paper explores some of the methods used to teach autistic children.

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.