Morgan Center Observation

Autism Resource Community offers a therapeutic learning environment with trained staff who understand working with children with Autism.

Room 213 is located in Lillington-Shawtown Elementary School (LSES), a diverse and mid-sized school located in the Harnett county seat of Lillington, North Carolina. A classroom of five students with moderate disabilities, this EC self-contained setting is spacious and well-organized to address the needs of the four boys and one girl who are taught by Ms. Hatcher and assisted by Ms. Parrish and Ms. Roper. Most of the students are either 4th or 5th graders, half of whom are returning for their second year with Ms. Hatcher; there is also one student who is currently homebound who may be joining the class in September pending the results of upcoming conferences. The students’ classifications include autism and intellectual disability- moderate and per the county’s designation the classroom is listed as an Autism Self-Contained classroom. All of the students received additional support from the school’s occupational and speech therapists and half of the class receives additional support services from the school’s physical therapist. All students are provided transportation services as well.

Because members of Autism in Motion are low on the autism spectrum, they don’t qualify for state funding; therefore, they are supported through donations and fundraisers. Programs are offered for those who are out of school but not yet employed. It helps them stay active in our community and it allows for them to learn, make friends, and get out of their comfort zone. Services they provide involve a variety of classes which includes cooking, creative expression, and theater. They also host social events and provide them with assisted job hunting. The goal of this program is to help adults with autism learn, make friends, and develop social skills that will help them succeed independently. As of right now, classes are at an affordable price but without the proper funding, they would have to increase the cost of each class, reducing the amount of people who are able to benefit from

In ninth grade, my mother suggested that I volunteer with peers at my high school who are special needs. She thought it would be good for me to meet other people my age who have their unique struggles in school, much like myself. I protested originally, but little did I know I would love volunteering with my peers, regardless of their disability. During this time, I signed up to volunteer with a local organization called Buddy Ball. At Buddy Ball, I had the opportunity to teach children with disabilities ages five through twenty-one baseball. When I volunteered with my peers, I mainly saw high schoolers with severe autism, intellectual disabilities, and emotional disturbances, whereas with Buddy Ball most of the participants had severe autism, intellectual disability, muscular dystrophy, cerebral palsy, spina bifida, epilepsy, or a multiple of disabilities. Both of these experiences allowed me to gain knowledge of a variety of special

I chose this article because it specifically targets the inclusion of autistic students in general education classrooms. The evidence shows that having a child read social stories and practice social interaction through role play causes an increase in a child’s social behavior thus helping him or her socialize better with classmates and teachers. This builds a better foundation for a child to express his or her wants and

There are autistic individuals on both ends of the spectrum. Those on the lower end exhibit some of the behaviors associated with “classical autism,” like jitters and cognitive impairment. While others, like myself, are on the other end, still “autistic,” but can mask mild symptoms quite well, and function in society though wearing labels of “odd” or “quirky” with high functioning autism, and some are in the middle. No matter which form of autism an individual has, life is different for that person in more ways than one, both beneficial and challenging.

Many of parents with autistic child wish to involve their son or daughter in outdoor activities. But there are some obstacles prevent them; either for their physically or cognitively playing. In other way there are some solutions and this article gives some solutions for parents and how to get their child involve in community activity. “Brainstorming and inventing a variety of roles that one can fulfill will help a family integrate their child or teen into community-based activities. Being flexible and open-minded, plus adding in some positive thinking, will help a family who has a child or teen with special needs, like ASD. Successful integration depends heavily on preparation, review, reiteration and sensitivity.” (Involving Your Child or Teen with ASD in Integrated Community Activities) I am really agree with this article planning ahead is the main reason to control. Exploring the outdoor environment and moving their bodies can provide a step toward their auto

In middle school, I remember a few students that had disabilities. There was one boy that had autism, and he would stay with my class all day. The teachers would give him easier worksheets to

Most people think children with Autism will never be able to learn and function in normal society but in fact, children with autism have the ability to learn and improve their education and even their behavior which allows them to function as close if not equally in society. Depending on the level of the disease, most children diagnosed with autism still need assistance with living and job skills throughout their adulthood and later years. Most autistics are classified as “mentally retarded” but there are about 10 percent are considered “autistic savants.” (POV, 2013) A savant is defined as “someone who excels in a particular area.” (Riccio, 1999) An example of an autistic savant is someone who can play Beethoven sonata after only hearing it one time. Another great example is an autistic person can tell you if September 2, 1962 fell on a Saturday or Sunday. These examples are part of the autistic child’s brain function. Even though autistic children may seem mentally challenged they have great ability to stick to a particular motive and excel in that one

There are a lot of people who live with autism, and by the time they are adults, are able to take care of themselves. “My autism is the reason I’m in college and successful. It’s the reason I’m in math and science. It’s the reason I care,” (Jacob Barnett). Jacob is a math and physics prodigy, and he lives with autism. All over the internet there are stories about people with autism living normal, or even extraordinary lives. People who work with them learn to accept their quirks and eventually realize that they can function just as well as anyone else. This is one example of someone who learned how to overcome the issues that autism presents, and go on to be something really special.

Some of the children were identified as autistic, so reinforcing social skills was especially important. Children who self-isolated in a corner were asked to join in play groups of other children. I noticed with the autistic children,

[Videotape]. Maryland, MD: Integrated Care Management. Autism is one of a spectrum, range, of disorders that vary in severity and in terms of how condition manifests itself. According to the national association for autism research, the autism spectrum disorder includes: Autistic disorder: also known as “classic autism”, this disorder affects a person’s ability to communicate, form relationships and respond appropriately to the environment. Asperger’s syndrome: this neurological disorder differs from autistic disorder in that the individuals with this disorder do not have a delay in spoken language development.

“Special education labels don’t define children; Children define themselves” (Dalien, 2015). I am interested in becoming a special education teacher because I have always loved being around children, and I have a soft spot for kids with autism and other disabilities. The first time that I ever thought about working with special needs children was when I was in the fifth grade. My mom worked at my school as a teacher assistant in a first grade classroom, so in the morning I would go to her classroom and wait for the bell to ring. A little boy named Alex who had Cerebral palsy and a spinal problem, came into class early as well. I immediately connected with him, and began going to my mom’s room every morning to play with him before class. It soon became the highlight of my day. Alex could not talk very well and could not walk, so we rolled cars around the floor, traced shapes on to the whiteboard, or sometimes crawled on the floor chasing each other as monsters. I loved seeing how me playing with him made him smile so big and become more outgoing. My dream is to give kids like Alex a reason to smile and help them reach their full potential. In this speech you will learn all about special education teachers, including, but not limited to: What they do, where they typically work, their environment, how much they get paid, benefits the job entails, the education and skills required to become a special education teacher, and information on the job outlook.

I am very passionate about working with kids with autism. They have such amazing personalities and I feel like people don’t see past the disability to the unique person they are. For several years I worked at a residential facility for kids on the spectrum. I was a direct care staff that worked one on one with them to work on their goals their treatment plan was focusing on. My passion to help kids with autism comes from my previous experience working with these kids and watching them grow and learn new skills. This transformation that I watched happen and helped be a part of with these kids made me want to help more kids with autism spectrum disorder (ASD). There are a lot of skills that need to be taught to these children. Socialization, communication, and positive behavior are just a few kids with autism need help improving. I believe that the earlier that you teach a child these skills the more successful they will be. Early intervention has had a positive outcome within many research experiments that professionals have done. The Individuals with Disabilities Education Improvement Act (2004) also requires schools to teach kids with disabilities alongside typically developed kids as much as possible.

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.