The Autism Problem

Based on the case study, Sara has many elements and character traits that can identify with her diagnosis of autism. I do strongly believe Sara diagnosis is appropriate and in line with IDEA definition and the revised criteria for ASD in the DSM-5.

Most parents wonder what is the next chapter after their child with autism spectrum disorder 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, with similar finding in the UK (p. 31). For the 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 showed that after young adults with ASD left the public school system, 80% continues to live at home, only 32% attended postsecondary education, just 6% had competitive jobs, while 21% had no employment or education experience at all. Further 40% reported having no friends. (p. 32)”

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.

References Altern, J. (2006). Abnormally High Plasma Levels of Vitamin 6 in Children with Autism Not Taking Supplements Compared to Controls not Taking Supplements. US National Library of Medicine. National Institute of Health. Complement Med, 12 (1), 59-63.

During the second quarter, Lisa Beresford and I have met weekly or sometime more. Our discussions for this quarter have been focusing on several different topics. First, we have discussed different transition activities and strategies that we can use to help the students to be successful. We have discussed transition plans (IEP portion), for students that want to attend the CTC next year, and also students that are graduating this year.

Autism Spectrum Disorder is a range of complex neurodevelopment disorders, characterized by social impairments, communication difficulties, and restricted, repetitive, and stereotyped patterns of behavior. There is more classification of Autism that is based on the severity of symptom. Childhood disintegrative disorder, also known as Heller 's syndrome is a rare condition characterized by a late onset of developmental delays in language, social function, and motor skills. Asperger Syndrome is a developmental disorder related to autism and characterized by higher than average intellectual ability coupled with impaired social skills and restrictive, repetitive patterns of interest and activities. Atypical Autism is the term used when the person has symptoms but don’t have all the symptoms to diagnose Autism. Atypical autism usually differs from autism in terms either of age of onset or of failure to fulfill all three sets of autism diagnostic criteria.

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

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).

Children with autism spectrum disorder will be able to receive increased services in educational settings (Hatton, et al., 2006). Teachers who educate children with autism spectrum disorder may benefit from learning the general characteristics of the disorder and evidence-based instructional strategies. Children may benefit from

Autism is a disorder that has to do with developmental issues that lead to communication and interaction impairments.Fifty years ago people would be clueless as to how to help people with Autism, fortunately medical technology has improved greatly since then and we are much more successful at understanding and treating Autism. Although a cure has not been found for Autism yet scientists are still working 24/7 to make this happen. In the meanwhile, it would greatly benefit us all to have some essential information about it so that if one ever does come to meet a person with Autism he or she can be respectful and helpful. Autism Spectrum Disorders are difficult to live with and around but with proper knowledge of the neurological disorder life can be made easier for everyone.

As an educator, it is a great chance you will have a student with Autism in your classroom. It is important for all educators to be familiar with the Individuals with Disabilities Education Act. Most people view the IDEA as the sole responsibility of a teacher of special education. However, with inclusion classrooms and non-identified students, all educators should be trained to meet the needs of all students. This video gives parents a very good overview of services available for Autistic children. If a children identified as Autistic, they can be eligible for services through a special education classification. Since Autistic Children’s needs are unique, there are a wide

A couple months ago there was an article going around Facebook, which said Mars was going to be as visible and as large as the Moon in September. Thousands were excited as this wasn’t going to happen again for another thousand years. A once in a lifetime event! They shared the article with their friends and commented how they were not going to miss this event. But to everyone’s belief, the article was false. With today’s technology and the vast amount of information on the internet and the news, people take the data they receive at face value. This is a very dangerous type of citizen. This is a citizen who is easily fooled and manipulated. In today’s society there are more of these than the other type. The other type is a critical thinker.

Autism is a neurological disorder. Walker-Smith and colleagues discovered low concentrations of alpha-1 antitrypsin in children with typical autism while D'Eufemia and colleagues identified abnormal intestinal permeability, a feature of small intestinal enteropathy, in 43% of a group of autistic children with no gastrointestinal symptoms. Autistic disorders result from the incomplete breakdown and excessive absorption of gut-derived peptides from foods. These peptides may exert central-opioid effects directly or through the formation of ligands with peptidase enzymes that required for breakdown of endogenous central-nervous-system opioids, leading to disruption of normal neuroregulation and brain development by endogenous encephalins and endorphins.

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).

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.