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. Therefore by understanding Autism Spectrum Disorder, teaching strategies for Autism, and the role of research and it’s importance researchers can continue to develop effective teaching strategies teachers can use to educate and improve the lives of students.
Autism and Autism Spectrum Disorder are terms that are used interchangeably when referring to this developmental disorder. This neurodevelopmental disorder known as Autism Spectrum Disorder is indicated by deficits in social interaction, social communication, and repetitive behaviors (“Autism,” n.d.). There is also no medical test that can diagnose autism typically parents that raise concerns about their child’s development and are the ones who notice odd behaviors such as not responding to their name or making eye contact (“What is Autism,” n.d.). Furthermore, during a diagnostic evaluation for autism it involves a group of multidisciplinary team that includes a pediatrician, psychologist, speech language pathologist, and an occupational the...
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Xin, J. F., & Sutman, F. X. (2011). Using the Smart Board in Teaching Social Stories to Students With Autism. Teaching Exceptional Children, 43(4), 18-24.
Darden-Brunson, F, Green, A., & Goldstein, H. (2008). Video based instruction for children with autism. In J. Luiselli, D. Russo, W. Chdstian, & S. Wilczynski (Eds.), Effective practices for children with autism: Educational and behavioral support interventions that work (pp. 241-268). New York: Oxford University Press.
What is Asperger's Syndrome? Symptoms, tests, Causes, Treatments. (n.d.). WebMD. Retrieved April 18, 2014, from http://www.webmd.com/brain/autism/mental-health-aspergers-syndrome
What Is Autism?. (n.d.). Autism Speaks. Retrieved April 18, 2014, from http://www.autismspeaks.org/what-autism
Gray, C. A. (2000). Writing social stories with Carol Gray. Arlington, TX: Future Horizons.
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.
Autism or Autism spectrum disorder (ASD) is a group of complex mental development disabilities. Which can be recognized by some significant defects in behavioral events, social interactions, and other mental verbal and nonverbal communication skills in different degrees.(1,2)The phrase spectrum is referred to the board range of level of disability and symptoms that occur in
The authors of this article begin by defining autism spectrum disorder. There has been significant increase in ASD cases have occurred in the past 10 years, and many of these students are enrolling in a higher education institution. Autism presents challenges, in general, but students that enroll in a higher education institution are at risk of other issues. The article discusses these challenges as well as the transition from high school to college from actual students with autism. Using these challenges,
“Your child has autism spectrum disorder” are words no parent wants to hear. They are words that will instill fear, worry, and sadness. When parents hear this for the first time, they will have many questions. “Is there anything I can do to help my child? If so, what can be done?” Early intervention services; such as applied behavior analysis therapy, occupational therapy, sensory integration therapy, and speech therapy before the age of three; can help improve the development of children with autism spectrum disorder. As an educator, early intervention is a subject teachers should be well educated in. It would be beneficial to the educator and the student, for a teacher to know and understand early intervention strategies.
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 current prevalence rates of Autism Spectrum Disorders range from 0.5 to 6.7 per 1,000 among children ages 3 through 10 years” (Shtayermman 88). With this dramatic change in the frequency of autism comes the development of special education schools and, in turn, a rise in the presence of autistic children in a general classroom setting. While many think that a child with Autism Spectrum Disorder, or ASD, in attendance at a regular school would be beneficial to the child in question, there are instances where it would be unwise to place them in such an environment. Considering the characteristics of children with ASD, the victimization they go through in a regular classroom, and the lack of knowledge amongst teachers, the experiences of children with autism in mainstream schools may not always be beneficial to their wellbeing.
2. People with autism have problems with abstract and conceptual thinking. Some may eventually acquire abstract skills, but others never will. When abstract concepts must be used, use visual cues, such as drawings or written words, to augment the abstract idea. Avoid asking vague questions such as, "Why did you do that?" Instead, say, "I did not like it when you slammed your book down when I said it was time for gym. Next time put the book down gently, and tell me that you are angry. Were you showing me that you did not want to go to gym, or that you did not want to stop reading?" Avoid asking essay-type questions. Be as concrete as possible in all your interactions with these students.
Informing teachers of the areas that students with autism spectrum disorder struggle in will better help them understand...
The use of the picture exchange communication system, as shown by the studies above, can be an extremely effective tool for teaching children with autism social and communicative behaviors. However, PECS is only effective when it is implemented correctly; teachers should be aware of the amount of time that teaching this system will require. The picture exchange communication system is one of many visual support systems that can be implemented to support student learning, both in the special education and general education classroom. Individual student characteristics, as always, should be taken into consideration when choosing a visual support system.
Ospina, MB., Krebs, SJ., Clark, B., Karkhaneh, M., Hartling, L., et al. (2008). Behavioural and Developmental Interventions for Autism Spectrum Disorder: A Clinical Systematic Review. PLoS ONE, 3(11). Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/19015734
Autism is a disorder characterized by significant problems in communication and social functioning. Autism is actually called Autism Spectrum Disorder and encompasses a broad range disabilities such as Asperger syndrome, Rett’s Syndrome, and Pervavasive Development Disorder (Dunlap & Fox, n.d.). There are also varying degrees of the disorder from low-functioning (no communication and no social interaction) to high-functioning (some communication and inappropriate but existent social skills.)
As a result, the decision whether to provide support for special needs learners is teacher-oriented rather than being based on the actual need of the learners and results shown through assessment results. Teachers attitude can greatly affect the learning experience of autistic children, two specific aspect have been discussed by McGregor and Campbell. Teachers needs to have the desire to participate and the have the appropriate training. Studies have been reported that only a small amount of teacher were willing to have autistic learners in their classroom (McGregor & Campbell, 2001). However when teachers had the appropriate
I know autism when I see it. For those not familiar with autism, Autism Speaks, the world’s leading autism science and advocacy organization, defines autism and autism spectrum disorder (ASD), as both general terms for a group of complex disorders of brain development. These disorders are characterized, in varying degrees (hence, a “Spectrum” that includes both low- and high-functioning individuals), by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors.
Autism can also fall under Autism Spectrum Disorder (ASD) which means it encompasses a set of characteristic that range in severity of presentation (Boyd & Shaw, 2010). Another definition that brings understanding to this disease for Autism Spectrum disorder “is a serious neurodevelopmental disorder that impairs child’s ability to communicate and interact with others. That includes restricted, repetitive behaviors, interests, and activities” (Mayo Clinic).
Jordan, R., & Powell, S. (1995). Understanding and Teaching Children with Autism. New York: Wiley.