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Pupils With ASC

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Pupils with ASC mainly struggles with social understanding, communication, and repetitive routines or behaviours (Hartman, 2013).They all share similar symptoms, but the term spectrum indicate there’s a range of severity levels (Prior et al. 1998) and adequately does the level of support needed (Volkmer, 2008). Pupils with ASC are faced with numerous academic challenges, they may display difficulty with the changes, distractions, and constant interaction on a daily basis, they often experience difficulty in executing and staying on a task (Goodman & William, 2007). It is essential to understand the learning characteristics of autism so that these children have the best chance of support success in the classroom. Temple Grandin, Ph.D., a college…show more content…
Some individuals pay attention to minor details, but fail to see how these details fit into a bigger picture. Others have impediment with complex thinking that need holding more than one train of thought simultaneously. Others have trouble maintaining their attention, or organizing their thoughts and actions (Mundy & Mastergeorge, 2012). EF difficulties can also be accompanying with poor impulse control. According to Temple Grandin, "I cannot hold one piece of information in my mind while I manipulate the next step in the sequence." Individuals with ASC often lack the ability to use skills related to EF like planning, sequencing and…show more content…
Without cognitive flexibility we cannot change our minds, shift attention or perspective, flexibly adjust to changes, see another point of view, resolve problems or be creative. The ability to inhibit or subdue our impulses involves the skill to stop and think and not act on our first instinct, but, instead, do what is needed or most appropriate. It allows us to direct our attention and be disciplined enough to stay on task even in the face of temptation and distraction, instead of being controlled by habit, feelings and external cues (Zelazo, 2010).
EF skills begin to develop in infancy and continue to improve and change through to adulthood. Research with students with autism has showed that older students perform better than younger students on measures of EF (Happe et al., 2006).It is important to note, however, EF difficulties might not be obvious in early childhood or during the early years of school, but may become more problematic in upper primary and high school when teachers are less likely to provide scaffolds and structure for students throughout the
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