Evaluation Of A High School Freshman With Autism Essay

Autism is a developmental disorder, which is characterized by a dyad of difficulties in a) communication and social interaction and b) restricted interests and imagination (American Psychiatric Association, 2013). Individuals on the Autism Spectrum might find it challenging to understand what other people think or what the reasons for their behaviours are, as their ‘theory of mind’ may not be well developed (Schuwerk, Vuori & Sodian, 2015). It is possible that this is why they might behave in socially inappropriate ways, being unable to differentiate between different contexts, while they might also find it difficult to make friends. Moreover, it is likely that they are fond of routines, repetition and structure (Carnahan, Musti-Rao, & Bailey, 2009), as they might be nervous with unknown, new situations. In addition, some of them might not do eye contact with other people, whereas some others might not endure to be touched and might have a difficulty developing speech (Jordan, 2005). Individuals on the Autism Spectrum might sometimes be prohibited to initiate conversations and might struggle with finding different ways to play and behave, due to the possible deficit of imagination, which in some cases might result in them having a narrow sphere of interests. Nevertheless, it should be noted that this group of people is rather heterogeneous, as characteristics of autism may differ from one individual to another (Gwynette, 2013). Another point is that people with Autism

For people on the Autism spectrum, stereotyped behavior can be one of the most difficult barriers to move beyond. In the context of learning, this repetitive behavior can seriously impede the acquisition of new skills. For the child experiencing it, the reinforcement this stimulus provides is often greater than anything the therapist can offer. This form of behavior, referred to in the DSM – V as being “restricted, repetitive patterns of behavior, interests, or activities, or speech” (p. 50) includes motor and vocal stereotypies.

     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:

There are three main stakeholders for special education students being; parents, educators, and school district officials. Communication between these three groups of people will allow for better understanding in regards to plans and programs for students (Hughes, 2015). It also allows for everyone to learning new things as a group and ensure that all students are going to receive the best education throughout their years in a public school. Not only will current students benefit from the gathering and consulting of parents, teachers, administration, and others district school officials but all future students with exceptionalities as well. Every student is different and every school year there is a different issue that can be faced, however with proper consulting there is a higher chance of these students leaving at the age of twenty-one with skills and knowledge to become a member of

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.

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.

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.

This paper has been composed to discuss the formulation of a plan for a student, who has been identified as having Autism Spectrum Disorder, and is currently receiving support services for speech and occupational therapy. An effective plan for collaboration with the occupational therapist and speech therapist as well as how the general education teacher will be supported will be described in the document. This paper will also discuss how behavioral observations have been used in the general education classroom to develop an intervention program that will meet the student’ s IEP goals and the services that are being provided meet those goals. The following will furthermore describe how the environment will support the student within the general

Parents send their student to school with the expectation that they will desire to become doctors, lawyers, educators, and perhaps even the President one day. Most educators open their doors on the first day of school longing to receive a classroom bursting with scholars. However, this is not always the circumstance. For this is not a perfect world and there are children who have disabilities and it is one’s duty to stay prepared to educate them too. Therefore, students with these special requirements such as, emotional and behavioral disorders, physical and health impairments, and traumatic brain injury need their educators to know effective teaching strategies based on research, how to develop their self-confidence and develop their self-support

Most parents wonder what is the next chapter for their child with autism spectrum disorder (ASD) after they graduate from high school. For some individuals, it is to move onto higher education. As stated by Cai and Richdale (2015), the USA has one of the lowest rates of college enrollment for individuals with ASD, with over 50% of these individuals being in neither education nor employment following their secondary school (p. 31). Individuals with ASD who move forward in gaining a higher education will have to learn to adapt and determine how to transition into higher education. Mentioned by Cai and Richdale (2015), a USA national survey illustrated poor outcomes from transitioning from secondary school into adult-hood. The findings show that after young adults with ASD left the public school system, 80% live at home, 32% attended postsecondary education, only 6% had competitive jobs, and 21% had no employment or education experience at all. In addition, 40% reported having no friends. (p. 32)

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.

The topic of investigation for this paper is effective techniques for helping students with Autism Spectrum Disorder (ASD) succeed in school. Communication and socialization were the two areas of focus. If students with ASD are helped in these two areas, the likelihood of success in school increases. With ASD increasing, literature reviews with effective techniques can assist school personnel in selecting the best options for students with ASD in less time than completing formal research. This is a topic of interest to me, because of two reasons. One reason is my work

From the first day a child is born, parents are there to nurture their child, to support them as they grow and develop. There is a lot to learn about raising a child under normal circumstances, but when a child has special needs parents must learn this whole new language of medical and special education terms (Overton, 2005). Parents enter this new world where navigating for the best interest of their child is riddled with challenges and obstacles that they need to somehow overcome. This is especially true when parents are dealing with the special education program in their child’s school.

This article discusses whether or not special education teachers, as well as general education teachers, are prepared to teach students with autism. According to the article, autism is ranks at the sixth most commonly classified disability in the United States. There is a very wide spectrum for autism which include disorders like Asperger’s and pervasive developmental disorders not otherwise specified (PDD-NOS). 1 out of 150 American children will be born with autism (Autism Society of America, NDb).