Autism

Definition of Exceptionality

Autism Spectrum Disorder

Autism is a neurobehavioral syndrome marked by qualitative impairments of social interaction and communication, an by restricted reptetive, and stereotyped patterns of behavior.
Characteristics:
Difficulty relating to others in a typical manner
Extreme aloneness
Resistance to being picked up or held by parents
Significant speech deficits
Good rote memory
Early specific food preferences
Obsessive desire for sameness
Bizarre, repetitive behavior, such as consistently moving back and forth
Lack of imagination
Normal physical appearance
Definition of Autism from the IDEA. Autism means a developmental disability affecting verbal and nonverbal communication and social interacting, generally evident before agree three, that adversely affect a child’s educational performance. Other characteristics often associated with autism and engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routine, and unusual responses to sensory experience. Autism doesn’t apply not apply if a child’s educational performance is adversely affected primarily because the child has a serious emotional disturbance. A child who manifest the characteristics of autism after age 3 could be identified as having autism.
Autism is reported higher in males than females to a 4:1 ratio.

Implications of Teaching

Teaching student with autism isn’t easy but can be very successful. As an elementary teacher I will use educational approaches.
I think that using visual supports can be used in a variety of ways in the classroom. Visual supports can be very useful and help keep the child on task and stay organized. Ways in which you can use these visual supports are in labeling. Such as containers, signs, charts, and ect. This can help the child learn and understand organization. Being able to post rules and a schedule of a daily routine will help the students to stay on track and know when one lesson starts and another will end.
It is important to provide age appropriate materials. It is important when given oral instructions to make them simple. Teachers should avoid long instructions and when possible give visual aids to help these students not become overwhelm with the information.

Specific Technolgoies

1. Visual Pictures
2. Recorders
3. Schedules
4. Personal white boards or chalk boards to help draw pictures for students who have trouble in communicating.

Annotated References

1. One thing these student need most is PRAISE. Make sure you are giving them praise on things that they are doing well. These students become discourage easily so giving them praise gives them a sense of accomplishment.
2. Teaching Students with Autism- excellent study that was done great source
http://www.bced.gov.bc.ca/specialed/docs/autism.pdf
3. A guide for Educators
http://www.education.gov.sk.ca/adx/aspx/adxGetMedia.aspx?DocID=190,211,107,81,1,Documents&MediaID=1376&Filename=Autism.pdf
4. Autism Fact Sheet
ttp://www.ninds.nih.gov/disorders/autism/detail_autism.htm.
5. Autism Society of American
http://www.autism-society.org/site/PageServer?pagename=research_home
6. Excellent Site for teaching students with Autism.
http://www.polyxo.com/