The introduction of computers in schools has provided excellent ways of facilitating learning activities and communication skills for children living with autism. Ipads have given children with autism greater means of improving their cognitive skills, both social and in communication. Ipads have been developed to help students with autism because they are flexible and portable as compared to laptops or the traditional PC. The Ipads are flexible to students who have coordination or learning difficulties because it utilizes a touch screen. It is easier to tap and slide motions for an Ipad than typing.
Students diagnosed with autism require different interventions that help in adjusting their social skills. One of it is a story-based intervention like social stories that help teach specific skills. Children with autism rely mostly on visual cues that help teach skills and remind them about previously learned skills. Children with autism have also proved positive with self and video modeling effective strategies. A research study by Stahl Narrator (2012) found that iPad could be an effective tool for social and academic tasks when used to creating videos for social stories for autism children.
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Active involvement of children in school activities is essential for their good learning. Children with autism always have difficulties in the areas of social cognition. With difficulty, their social interaction is affected. Technology development is one of the social movements that have tried to impact the education system in the twenty-first century. Leonard points that Ipads is among the technology introduction in the education sector to help the disabled students especially those who have
Development of social skills is very important for children that are diagnosed with autism because of ...
Wainer, Allison L. "The use of innovative computer technology for teaching social communication to individuals with autism spectrum disorders". Research in autism spectrum disorders , 5 (1), p. 96.
Every year doctors diagnose thousands of adults and children with Autism Spectrum Disorder. Due to the growing awareness of autism and recent developments in technology, scientists and doctors can now discover and observe the effects of autism on society, and people. Starting with its discovery, researchers have been able to diagnose people more effectively. Doctors are beginning to discover what causes this disorder, and are currently trying to find ways to prevent and treat it. Many places have opened their doors to people with this disorder, creating autistic friendly environments where people are patient and understanding. Schools have also become accommodating to autistic children and adults. Autism also puts great strain on family and home lives.
The video begins by introducing a revolutionary new possibility in the understanding of what autism is and how to approach those persons afflicted. Through a technique called "facilitated language" many autistic children were seemingly freed from the inability to communicate. Many were able to "speak" freely through a letter keypad with the help of a facilitator or guide. There are stories upon stories of success - of students, teachers, families, etc.
Children with autism have multiple characteristic impairments in their social interaction skills. This results from the lack of “Theory of Mind” in autistic individuals. Autistic children have difficulty interpreting what another person may be thinking or feeling. Social impairments may cause the child to act inappropriately in social interactions and prevent the children from truly taking part in interactions. The children have difficulty recognizing social cues and responding to cues. Autistic children have a hard time forming relationships as a result of these impairments. Social stories, Applied Behavior Analysis, and Pivotal Response Training are three therapy techniques that help children with autism learn appropriate social behavior. Social stories allow the children to practice the situation in a lower stress environment. Applied Behavior Analysis utilizes positive reinforce to teach desired skills. Pivotal Response Training allows the child to learn social skills while in a natural play environment. Learning social skills through these techniques enable the children to have more meaningful relationships and engage more in their community.
Snell, M. E. (2003). Autism, Education of Individuals with. In J. W. Guthrie (Ed.), Encyclopedia of Education (2nd ed., Vol. 1, pp. 161-162). New York: Macmillan Reference USA.
On September 25, 2017, Lisa Gore, M.S., CCC-SLP, a clinical instructor from the Texas Tech University Health and Sciences Center, spoke to the class about Autism Spectrum Disorders (ASD). She began by presenting a power point demonstrating the characteristics, behaviors, and strategies that are utilized with an individual on the autism spectrum scale. Ms. Gore then ended her presentation with a variety of video clips broadcasting individuals with autism interacting in different environments. The videos displayed the diversity of autism by the different behaviors and skills the individuals with autism possessed in each interaction. Ms. Gore began the class by stating autism is a lifelong disorder affecting an individual’s social interaction,
Autism is a developmental disorder that appears within the first three years of a child’s life. It affects the brain's normal development of social and communication skills. Autism affects 1 out of 68 children. It is also the fastest growing disability in the United States. There are multiple types of Autism, some children are considered high functioning, and some are low functioning. “High functioning” is when a child with autism can function in life, and completes jobs, and chores with little to no help. “Low functioning” is when a child with autism cannot complete simple daily tasks without help, and (or) constant supervision.
Every year there are more and more children born with Autism Spectrum Disorders (ASD) and there is more of a need for accommodation for their needs. “The future will likely present teachers with even more students with learning disabilities” (Gerstle and Walsh 35). With these numbers increasing, it is important for teachers and the people around them to understand their struggles and needs. Children and adults with ASD struggle in many areas. They have difficulties taking on daily activities that most people take for granted. There are variations in the severity of these disorders. Some people are very high functioning and have little to no problem performing daily activities, as well as completing complex ones. However, many people with ASD suffer from severe forms of the disorder and cannot care for themselves. No matter the severity, people with autism get support and some form of education, whether it be to care for themselves, or to become educated and eventually contribute to society. Those with moderate to high functioning ASD go to school and some eventually go on to further their education. Despite the struggles specific to each person, they can still be taught effective writing skills. To teach these individuals proper writing skills, it is crucial for educators to understand them and know how to teach them. There are many methods of teaching for educators to use to fit the specific needs of their students. Children and adults with autism spectrum disorders can still be taught effective writing skills through understanding and cooperation of teachers, proven methods of teaching and continuous support.
Systems of AAC include both high-tech and low-tech methods. High-tech methods consist of electronic devices such as the Apple iPad or iPod. Low-tech methods consist of non-electronic systems such as a Picture Exchange Communication System (PECS) or manual signing. Different types of AAC systems give educators the option to choose the best method of AAC for each individual child. When choosing the best method of AAC, educators must consider the severity of autism, the individual characteristics, and capabilities of each child. The type of AAC method or device educators select for the child may depend on the school system and the cost of the device. Multiple research studies have investigated allowing children with autism to choose an AAC system or device (Son, Sigafoos, O’Reilly, & Lancioni, 2006; Van der Meer et al., 2012; Van der Meer et al., 2013). Son et al., (2006) Van der Meer et al., (2012) and Van der Meer et al., (2013) examined if allowing the child with autism to choose an AAC system had a positive outcome on communication. Selecting an AAC system for a child with autism takes time and consideration of each individual child’s abilities.
Autism is a problem that people have with communicating. It can affect many contrasting types of people in divergent ways and there is not yet a complete cure for it. People need to know about this disability and what people can do with people who have it.
Autism is a disease. One of the main characteristics is having social problems. Children with Autism have trouble interacting with other children. They won’t play with other children. They could be so focus...
The number of children that display autistic traits keeps rising and the need for services is at an all-time high. Out of 10,000 children born, 60 to 100 children and families will be affected by autistic spectrum disorder (Gulberg, 2010). Autism is characterized by a lack of connection to other people, even parents, and an avoidance of interpersonal situations (Feldman, 2011). Children with autism also show limited, repetitive and stereotypical patterns of behavior, interest, and activities. Not one child with autism is the same as the next; each child has their own severity and indicators of autism. A child with intellectual disabilities and a gifted child can both be given the diagnosis of being on the autism spectrum, because of the wide range of severities. Many of these children will not attend special schools, but instead be included in the general education population by inclusion. Inclusion has been found to have a number of benefits for children with autism. In addition, negative perspectives have also come into play when discussing autism and inclusion. Furthermore, parents have the right to make decisions for their child on an individual basis.
One of the most difficult things teachers will face when dealing with Autistic children is their lack of communication skills and inappropriate or nonexistent social skills. In addition to academic instruction children with Autism require instruction in communication techniques and social skills. Kamps et.al. says “A key to accommodating students with autism in public school settings is the provision of social and behavioral programming to develop meaningful participation with nondisabled persons” (p.174).
There has been an ever increasing debate in regards to the causes, assessment, and treatment of autism, in the last decade. Autism in the special education classroom is no exception. Autism exists in a full spectrum of complex characterizations and degrees. However, all autism originates from birth, and affects the developing brain in various ways (Frith, 2008). Because of the diverse range, there is a diverse number of signs and characteristics, which include deficiencies in verbal communication, behavior, and interpersonal skills, just to name a few.