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Teaching a child with autism
Social interpersonal skills
Social interpersonal skills
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Recommended: Teaching a child with autism
Autism is a developmental disability that tends to appear during twelve to eighteen months of age (Your Child’s Rights). Signs of autism involves a variety of different development delays. Some of these delays may include social, emotional, and adaptability problems. Throughout this paper I will be discussing signs of autism, accommodations for autism, autism in the school’s, frequency of autism, and also how I would teach this child.
Children with autism are guaranteed a free appropriate public education or “FAPE”. Public schools must provide Individualized educational plans “IEP” which is a plan that is developed to make sure your child receives specialized instruction and services. Also, schools are suppose to have a least reactive environment
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Because autism is so wide ranged there's not one specific way to teach each autistic child the same. As teachers we have to try new things and make sure to have good background information from their guardians. We need to know what causes meltdowns and things that calm the child. Once you get to know the child and have a better understanding of he or she’s emotions that then gives you the opportunity to be able to teach them. Depending on the child’s level of severity I would try to implement social skills upon them. Some of these social skills may be eye contact, greeting others, being polite, sharing, and working with partners. Children that are autistic are very intelligent they just lack on how to use their intelligence. If a child is really interested in a specific area and probably knows more about a topic then I do I might let he or she teach a small lesson on outer space or insects. This then makes them feel important and gets them more involved in the classroom. I would also want to have something that they could grasp onto physically such as a lap buddy. A lap buddy could be a stuffed animal of some sort. I will then inform the student whenever he or she is having a bad day go and grasp on to their lap buddy. There are so many ways you can help a child who is autistic in the classroom you just have to figure out which ways are best for that
There are multiple types of schools in the United States; especially when it comes to dealing with children with Autism. Some schools do not handle autistic children well. There are multiple reports on how these children are put in isolation from other students in the school. Society frowns upon the mentally disabled, and many people feel as if this should not be. Most psychologists have said that there are no “right” schools for children with autism. However, public schools seem to have more pros, than cons. In public schools, the ratio (for teachers to students) is 1:1. There is special support, just like mainstreaming. Also, Autistic children don’t feel different than other students because the classroom has the same type-of setting and any other class. Just as there are pros, cons seem to follow however. One of the main, and only cons is simply that the parent does not agree with the choices, or setting of the school. The parent might feel the classroom is not adequate for their child.
For the purpose of these literature review a search was done using PubMed which is available through the Medical Library of the National Guard Health Services. This research focus is Autism and its management. Using these four key words "Autism" "definition" , "symptoms", and "treatment". As result, nine papers were found and this literature review summarizes them.
“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.
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.
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.
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.
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.
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.
Having worked in an Autism program first hand I can tell you these people are doing everything they can to help these kids into functioning members of society. Though some will need to be assisted their entire lives some can lead semi-normal lives. In these classrooms these programs not only focus on learning the fundamentals like all children in school (english, math, science, etc..) they also teach social skills and activities, they teach the kids things like proper etiquette in public places, safety on the phone, all the things that that isn 't 'common sense ' to them because of their disability. They work hard to help the students who are more high functioning to integrate into normal classrooms and the children who are more so low functioning to be able to do the basics and beyond for themselves. These programs are continually developing and reshaping to best fit the needs of their
65 children, 52 boys and 13 girls who were not diagnosed with autism, from 3 different clinics, were used for this study. They were under 3 years of age, they were referred to the clinics due to social and/or language issues, and their parents provided informed consent. The children had also previously had 2 independent diagnostic evaluations. A second group of 37 children were used from this sample, th...
Two to six children out of every thousand will end up with Autism. Autism is one of the fastest growing disorders with a great amount of studies being put behind it. With its vast amount of different signs and symptoms, different forms, how its treated, and arguments about how exactly the disorder came to be , Austin can very well be one of the most confusing, and researched disorders, for its a disorder that stirs up tons of questions but yet gets hardly any answers. Autism is usually developed between ages of one and three, it effects communication and how the child interacts with others. It is defined by behaviors of the child and “ spectrum disorders” that re different with each person. (About Autism, 2008, para 1). Symptoms of autism can very in many different ways, and even different categories. Take the category of social interaction and relationships symptoms include : non verbal communication development problems such as , eye - to - eye gazing, body language, and facial expressions, failure to make friends with people their own age, lack of interest, and lack of empathy. The category for verbal and non verbal symptoms include : Delay or lack when learning to talk, about forty person of people with autism never speak, problems with starting, and keeping conversations, repetitive use of language, and difficulty understanding what someone is saying. Finally the category of interests and play include : unusual focus on pieces, preoccupation on certain topics, a need for the same routine, and stereotyped behaviors like hand flapping and body rocking.
Autism is an intricate developmental disorder that is characteristically noticed by parents and or diagnosed by parents between the ages of eight-teen months and three years of age. In recent studies, Werner (2001) isolated themes from in-depth interviews conducted with different parents of children with autism. These themes included the following findings: the family’s life revolves around dealing with the child’s autism and unusual behaviors; parents feel losses because they and their children cannot lead a so called normal life; and the family experiences only fleeting moments of actually feeling like a typical family. Autism does not effect a particular type of person it occurs in all social, racial, and ethnic groups.
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).
Autism is characterized as a developmental disorder that is seen in children by the age of three years old. Autism affects the brains normal, natural development, and causes many impairments. The major impairments that affect an individual are reciprocal socialization, Qualitative impairment in communication, and repetitive or unusual behavior. Signs of Autism can be seen in early infanthood, with proper awareness and resources. An infant child can appear to be adverse to eye contact early on. Some signs in early infancy appear as being indifferent to affection and physical contact. When spoken to, they can appear to be deaf or ignoring the parent or caregiver. Noticing the early red flags of Autism can provide an early intervention and give the child the best chance at learning to tolerate their environment. Children around three years old will display certain signs and symptoms.
Jordan, R., & Powell, S. (1995). Understanding and Teaching Children with Autism. New York: Wiley.