The Influence Of Circles In Children

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

Socially, children with autism have a lot of difficulty with peers as they do not express as much empathy or social involvement as their classmates. Baron-Cohen (2002) refers to children with autism preferring less involved social interaction, saying that “(children)often engage in “parallel play” at the edge of a group rather than joining in cooperative play”

Autism is a very complex disorder that deals with social behavior. People with Autism can have many different stages of Autism ranging anywhere from high functioning (people that act more normal and have less noticeable symptoms), moderately functioning (people with autism that are more noticeable than people who are high functioning, tend to have more ticks, but can cope and adapt more than low functioning), and low functioning (people with autism that more often than not do not talk, more noticeable symptoms, more ticks, and have a hard time copping and adapting). With there being

Many children have attended a preschool or nursery before starting school, they are now entering a new setting and as part of a much larger group they will need to adapt to much more complex social situations (Yael Schmueli-Goetz). Yvonne Skipper said that 10%have trouble socially, without the friendships they do not have the opportunities to practice skills like ‘listening, responding, it may effect cognitive development because they may struggle more with listening instructions, and responding to teachers. (Yvonne Skipper o.u. video 2015 in Yael schmueli-Goetz.) By having friends children campractice the listening, responding and turn taking which will help them with the school routine once they begin their formal

One in every hundred people has autism. This means that a big percentage of people in the world have autism. Autism is a disorder that causes social impairment, difficulty in communication, and difficulty taking an interest in activities, I will be researching how these and other aspects affect an autistic person’s life. Being autistic makes it very difficult to socialize and it makes it hard to be socially accepted especially when someone is told they’re different. When someone is told they’re different, they actually start treating themselves differently and pulling themselves away from society and start believing that no one will ever want to be around them because they’re a little different.

Schools and childcare establishments need to have establish a suitable environment that will support the social and emotional development of a child. A positive social setting is created by a variety of factors which could stem from something as simple as in inclusion of parenting support to the policies and procedures in regards to discipline of children. Some factors that should be taken into consideration when evaluating a suitable social environment might be, the teaching methods, polices on grading and the principles or directors leadership style. It can be said that the major determining factor for a child’s social development is the quality of the relationships held between students and their peers, and the relationship between teachers and students. Children must be constantly encouraged to work together with their peers as the relationships/friendships they form are detrimental to developing their social skills. This can be encouraged by creating games and opportunities for children to engage in large group, small group and one-on-one

Another intervention approach that facilitated positive social interaction among ASD or Asperger’s Syndrome and typically developing peers is through peer-mediated intervention (PMI). PMI is an evidence-based, peer-focused social skills intervention where rather than teacher delivered instruction, ASD students are taught primarily by their typically developing peers (Reichow and Volkmar, 2010). Teachers are able to use PMI to model and prompt targeted social behaviours within inclusive schools settings, promoting positive social interaction among typically developing students and those with ASD (Watkins, Kuhn, Gevarter, Lancioni, Sigafoos & Lang, 2015 and Carter, Common, Srecokvic, Huber, Botema-Beutel, Gustafson, Dykstra and Hume, 2014). Using peers as intervention agents allows for students with ASD to practice social skills and interact with others in a much more naturalistic setting (daily school activities such as roll call, lunch, during class), making it much easier for the skill to be generalised or maintained, particularly when the students are engaging in something they enjoy (Gardner, Carter, Gustafson, Hochman, Harvey, Mullins and Fan, 2014 and Watkins et al., 2015).

Studies show that being involved in activities such as singing, playing an instrument, and listening to music really show effectiveness on a child participating in socializing (Arbesman at al.2013). Singing would improve in your speech in communicating with others and improving mental functions with memory and thought. Playing an instrument would improve a child’s attention to be involved, mental functions of sequencing complex movements. Children without disabilities advance their social skills by doing after school activities and talking to their friends, which gives schools a better reason to advocate for the children with disabilities to be a part also. Friend ship skills and Lego social skills made more relationships with Autism children reduced social difficulties. (Arbesman at al.2013). The competence of a child with better social interaction brought out better behaviors at home and in school (Arbesman at al.2013). All children needed to learn to participate in social activities it is part of learning and finding independence for a person. The activities listed above was proven to work with evidence of a study divided into three levels of structures and different methods of teaching children in new ways that they wasn’t use to. When the child gets the choice to

Whenever I hear stories about Autism being addressed in today’s society, I’ve always hear these phrases, “Autistic people have no empathy for others, and therefore they can’t develop long-lasting friendships”. However, I never believed in this statement, because it was a common misconception about Autism. This is coming from someone who has lived with autism though out his life. This means that I only see the world in black and white with no gray area like my peers. So it makes communication with other people a challenge for me due to my social differences with the misconceptions trying to limit my potential of success. But, I’ve choose not to let the misconceptions define me for who I am and stop me from doing my own thing that I have a passion

To encourage the development of social skills students are encouraged to interact with one another throughout the day in a variety of methods, including partner work, small group activities, and large group activities. These teaching techniques enable autistic children to relate to their peers. As autistic children relate to their peers more they are more accepted and in turn continue to learn and acquire new and improved social skills.

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,

How peers interact with an autistic child can and will impact their education. There will be a difference in the education that a student gets depending on how integrated of a school they go to. There are several types of schools for special education students; from schools that are only for mentally disabled students to ones that are completely integrated with students that are not mentally disabled. “Pupils in special schools are more positively attuned emotionally to school than pupils in either of the studied forms of inclusive education, and the formers’ ratings of their peers are higher than the ratings of pupils in classes with special assistance” (Szumski). When an autistic student is not in an integrated school they are more involved

The five themes: social spectrum, communication, difficulty, repetition/memorization, and cruel/ignorance/assumption, could help explain how people think of those who have autism because perceptions helps gain a different perspective from the actual literature. Some of these themes support the general research question about how those who have autism are perceived. The themes social spectrum, communication, and difficulty benefit to uncover the way those with autism are perceived and how people feel about them. Autism spectrum disorder has been found that socializing is much easier with friends than with someone if autistic children knew them from somewhere such as school (Kuo et al., 2011). During interviews with children who have autism spectrum disorder found socializing much harder to show their personality,

Autism is a condition that affects how you communicate with others, and because of this Autism makes it harder to develop socially, and harder to talk to other people. In the book “Relationship Development Intervention with Young Children” Steven Gutstein states that most positive relationships with

The formation of peer groups is important because it can impact a student's focus and desire to learn. In Promoting Harmony, the authors described the social and emotional changes that young adolescents go through and how teachers can acknowledge that change in the classroom (Strahan, LEsperance, & Hoose, 2001, p.61-62). Many young adolescent students are in the difficult process of developing their own personal and social identity during middle school. Young adolescent students are usually vulnerable, so it is common for them to form peer groups with people they have things in common with. When a student cannot find a peer group to join, it seems to him or her like the whole world is over and they are all alone. As teachers, it is important to recognize when a student feels out of place and to make every student feel like they belong.