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effects of autism on development and education
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“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.
Autism is a spectrum disorder, meaning the symptoms and characteristics associated with the disorder vary from child to child. All individuals on the autistic spectrum share a common difficulty in making sense of the world, whether they are diagnosed with “classic” autism, which is on the lower end of the autistic spectrum, or with Asperger’s Syndrome, a higher functioning form of autism (Humphrey 41). Some of the characteristics that are recurrent with cases of autism involve the lack of social interaction and their frequent aggressive behavior. The occurrence of severe mood swings or tantrums for no apparent reason are quite common in children diagnosed with autism. Something that may cause for these episodes can be a change in their routine, for it would be greatly distressing for a flux in their daily life. The most noticeable traits in children with autism are their inability to make eye conta...
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... with disabilities. Individuals diagnosed with AS also exhibit restricted, repetitive, and unusual patterns of behaviors and interest. Those who have Asperger’s Syndrome are known to have higher verbal abilities but are often very uncomfortable in social situations. Those diagnosed with AS are considered socially abnormal, naïve, emotionally detached from others, and have poor nonverbal communication skills. This pertains to my research in that it explains why bullies act the way they do and how there is so little research done on the victimization of those with disabilities such as Asperger’s Syndrome. Bullying is not something that should be taken lightly, especially for those who suffer from mental disabilities. This journal article also explained another form of autism, AS, which gave a new perspective as to how adolescents diagnosed with this react to bullying.
Autism is a neurodevelopmental disorder that effects the brains development. It is characterized by affecting communication, cognition and social interaction. The spectrum of the disorders ranges from a mild condition called Asperger’s syndrome to a more severe form, which severely impairer’s development. The Office of Communications and Public Liaison states that the disorder affects one and eighty-eight children, however ASD effects boys more frequently than girls (Office of Communications and Public Liaison, 2013). ASD emerges in all age, ethnic and socioeconomic groups. The significant varied character and severity of the disorder is why ASD is considered a spectrum that poses a broad range of symptoms.
The issue of whether or not children with autistic disorders should be main-streamed, or placed in the same classrooms as non-autistic children, has been a very real concern for quite some time. While the debate is continuous, people often choose to side on a particular position of the argument without correctly evaluating all of the options. Should autistic children be main-streamed in regular classrooms, or should they be placed in self contained environments? Or, possibly, should a common ground be determined?
Many of the challenges children on the spectrum face, continue to be areas of hardship during adolescence. The transition from childhood to adolescence is a vulnerable and challenging time for typically developing children, but even more so for those with ASD. Bullying and peer-victimization increases during adolescence for these children, as their lack of social skills and close friendships makes them easy targets. According to Fisher and Taylor (2015), out of thirty students with ASD they surveyed, 73 percent had experienced at least one
Autistic children are isolated from most schools, socially and within the classroom. Although most children with auti...
This paper will review five studies concerning the behavior and development of children with Autism Spectrum Disorders. The studies investigate how autism effects communication, socialization, cognitive development, and a number of other areas. Researchers use many different types of scales to measure and compare the difference between children with ASD and typically developing children.
...Classrooms in the Public Schools." About.com Autism Spectrum Disorders. About.com, 07 July 2008. Web. 23 Feb. 2014. .
Prevalence and Correlates of Bullying Involvement Among Adolescents With an Autism Spectrum Disorder, Paul R. Sterzing, PhD, MSSW; Paul T. Shattuck, PhD; Sarah C. Narendorf, PhD, MSW; Mary Wagner, PhD; Benjamin P. Cooper, MPH, Nov 2012
As reported by the Centers for Disease Control and Prevention (CDC), the rate of children being diagnosed with autism spectrum disorders has risen drastically, to an estimated 1 in 68 children. (Centers for Disease Control and Prevention, 2014) In order to address this growing phenomenon, educators in the New York City Department of Education – the largest public school district in the country – conducted a study of the growing number of higher functioning children with ASD attending New York City public schools. “Led by District 15 Superintendent Carmen Farina, with support from Dorothy Siegel and Shirley Cohen, the group studied the research findings of the National Research Council’s rep...
This paper was reprinted with permission of Susan Moreno on the O.A.S.I.S. (Online Asperger's Syndrome Information and Support)
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.
The inclusion of children with learning disabilities into normal classrooms has proved to exhibit both positive and negative effects on children with and without disabilities.
Autism is a form of neurodevelopment disorder in the autism spectrum disorders. It is characterized by impaired development in social interactions and communication, both verbal and non-verbal. There is an observed lack of spontaneous acts of communication; both receptive and expressed, as well as speech impairments. A person diagnosed with Autism will also show a limited range of activities and interests, as well as forming and maintain peer relationships. The individuals will display limited interests, which are often very focused and repetitive. He or she is likely to be very routine oriented and may show behavioral symptoms such as hyperactivity, impulsivity, aggressiveness, and self-injurious behaviors.
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.
Some parents, who have children, on the Autistic Syndrome Disorder (ASD) believe that their children will receive a better academic education, should they send them to mainstream schools, instead of a special school, designed to teach children with specific conditions. (isybee autism.) This is a debatable opinion, but may be true on some level. It depends on how severe the child’s condition is. Children in specialist schools, do receive an academic education, but in most cases not to the level that mainstream schools can give. Therefore, it might be suggested that integration would be more beneficial for the child’s learning experiences and social interaction with peers.
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).