During the last few weeks of this course, I have read a lot important information regarding ASD. My thoughts have not changed, however I have gained new insight and pertinent information from the website links. I am very interested in ASD because I have a personal connection to ASD. Each individual is with ASD is unique person with their own set of challenges. I have experienced on this personally, because I have two close friends whose sons both named Evan that have been diagnosed with ASD. Evan #1 is verbal and Evan #2 is non-verbal. I do want to learn how to differentiate the ASD terminology. I know I have much to learn about ASD. I am extremely curious and excited to learn more about this topic. I have gained a new perspective of the in depth process in diagnosing ASD. I have learned besides speech–language therapy that individuals with ASD also may require other types of therapy such as physical therapy and occupational therapy. Working with students, I recognize that the team that I will be working with may larger than I once imagined. My knowledge base of ASD has been primarily on a personal level. I have watched my friends struggle with obtaining the much needed and necessary services for their children. Fortunately, for both of my friends they have been financial blessed and have had the opportunity to seek out outside therapies that our public school system does not offer. This course is It was shocking to learn the prevalence has increase dramatically in the last twenty years and the ASD is one of the fastest growing developmental disability. I am curious if the preservatives in our foods are a factor in ASD. In my spare time, I am seeking out more information on the internet about the research that is being done. I am hopefully that in the near future, the causes of ASD will be
For adults to minimize this miscommunication Robinson states six guidelines for teacher to better help and understand students with ASD.
Grandin takes a cautious but optimistic view towards ASD in the book. She does not deceive the reader into believing that the disorder is easy to live with, but she does give hope that an individual and their family
The first category is stereotyped or repetitive motor movements, use of objects, or speech, which can include lining up toys, flipping objects, hand flapping, echolalia, and use of idiosyncratic phrases. Ben frequently rubs his train against his chin or waves it in front of his eyes as he carries it around, and while playing he always lines up his toy train cars in the same way each time thus demonstrating the behaviours. Frequently people with ASD will line up objects according to size or even colour, time and time again. The second category indicates an excessive insistence on sameness, inflexible routines, or ritualize patterns of behavior verbal or nonverbal. This category can include extreme distress at any small changes, difficulties with transitions, and rigid thinking patterns and greetings. In the description of Ben in the case example, it states, “He gets very upset if anyone rearranges his trains” (Perry & Condillac, 2003) showing agitation at small changes and inflexibility, he wants things to remain the same. When I worked in an autism primary class some students had difficulty transitioning. One student had difficulty with transitions and if he was doing math and had to switch to science, he might have a tantrum because he had to transition to a different subject. It was
I also volunteer, assisting students with various developmental and learning disabilities complete their educational tasks (e.g. homework and test preparations). In the past, I’ve worked as a teacher’s aide in the Buffalo, NY public school system and as an undergraduate assistant in the Buffalo State Speech-language and Hearing Clinic. I plan to become a school-based SLP preferably in the Washington, D.C. area. I have great interest in working in the public-school system because I believe that it will allow me to reach and assist a large array of children with a wide variety of unique needs. I am particularly passionate about assisting children that come from socioeconomically disadvantaged backgrounds because I come from one myself. I also believe that children are often misdiagnosed with language or speech impairments because they use a vernacular that is different from mainstream English or because they fail standardized tests that are not culturally appropriate for them. Correspondingly, a child’s language or speech impairment can be overlooked because they use a vernacular that differs from mainstream English. As a school-based SLP, I will strive to ensure that all children receive the appropriate services they require, warranting that they become proficient communicators and will be able to use their skills to enhance their lives and contribute to society. Nothing will give me more gratification than to help children make greater use of their communicative
Cognitive challenges also exist when counseling children with ASD as they have difficulty distinguishing their own mind from somebody else’s, this is known as theory of mind (Woods et al., 2013). Counselors should address deficiencies in theory of mind as the lack of knowledge in others feelings and empathy causes challenges across all social contexts for children. While there are a numerous factors to consider when providing therapy for children with ASD, therapeutic interventions are crucial to the development of social skills as well as adaptive emotional and behavioral responses in social settings.
Bryant, D. P., Smith, D. D., & Bryant, B. R. (2008). Teaching Students with Special Needs in
The author emphasises a unique approach to each individual who falls on the spectrum because each problem can be approached numerous ways to find a proficient solution. The author advocates that each individual experiencing ASD find a program or learning approach that works favorably for them. Siegel denotes that no two educational programs or teaching methods are the same, nor is there any program that is more effective than the other. When choosing a program, one must consider personal ability, necessary accommodations, and whether or not the curriculum is developmentally appropriate.
This Semester I observed a three-year-old girl named Allie. Allie attends preschool at Land of Learning; she is diagnosed with cerebral palsy. It was my pleasure observing her and getting to know her. She is a very sweet outgoing girl that doesn’t let her disability get to her. I observed and assisted Allie throughout her days at preschool. I assisted her and observed her with recess activities, eating lunch, and daily school projects. My past observation experiences I observed at Westgate elementary school in a class room mixed with students with learning disabilities, ADHD and also ELL students the class was taught by Ms. Lewis. I observed a second grade ELL classroom and also a fourth grade classroom. I observed these students during school
Participant(s) were identified as having ASD and were between the ages of 4 and 21
Autism spectrum disorder (ASD) is a disability that can make developing major social, communication, ...
Two years ago, I embarked on a journey that would teach me more than I had ever imagined. As a recent college graduate, I was thrilled to finally begin my teaching career in a field I have always held close to my heart. My first two years as a special education teacher presented countless challenges, however, it also brought me great fulfillment and deepened my passion for teaching students with special needs. The experiences I have had both before and after this pivotal point in my life have undoubtedly influenced my desire to further my career in the field of special education.
In conclusion children with AS will bring certain challenges to the classroom. A knowledgeable teacher through reassurance and “gentle assistance” (Allen, Paasche, Langford, & Nolan, 2011, p. 355) can provide the proper guidance for this child and help them to become integrated into the classroom environment.
Uneven language development is one of the biggest red flags that indicate ASD. For example, a normal child consistently learns new words and continues to learn how to arrange them into cohesive statements, whereas a child with ASD learns a few words and then have long p...
Marks, S. et. al. (2003). Instructional Management Tips for Teahers of Students with Autism Spectrum Disorder (ASD). Teaching Exceptional Children, 35 (4), 50-55.