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Impact of autism on a childs development
Autism impact on child development essay
Autism impact on child development essay
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Living with being on the autism spectrum has affected me from as far as early childhood. While I could not speak, I was told by my mother who raised me and my younger twin siblings from the time that I was four, that I was unusually independent. For example, when I wanted or when my brother and sister wanted a hot dog, I simply just took the hot dogs, put them in a microwave, and serve ourselves all without asking for help (mainly from the fact that I could not speak at the time). However, from the time that I had started school to when I entered college, I found myself in need of help, mainly from speech therapy, peer counseling, and occupation therapy. Soon, once I began college, I was able to take the courses without any help from any teaching assistants or special education assistants, allowing me to approach and complete the work as I saw fit, even as I began balancing my college work with a part-time position as a dietary aide and with a part-time internship during my 2015 spring semester. …show more content…
I even had to take special education courses that mainly focused on either math or English subjects, due to those being my weakest points at that time and age. However, when I entered high school, when I decided that I no longer needed, or wanted in my opinion, the assistants for help, I found myself able to take on the subjects that I felt to me my weakest points and make them my strongest subjects, particularly math. I was able to approach the subject with a logical approach, being able to pick up algebra, geometry, and even
I was born as Henry Wyatt Gogolin on July 8, 2001 to Jessica Webster and Hank Gogolin in Murfreesboro, Tennessee. Although I do not recall all 5,403 days of my life thus far, I will likely always recall several events that have distinguished my personality and struggles from other people; the involuntary experiences have occurred as a result of my low placement on the autism spectrum. While this mental disorder has improved my academic performance, it also results in extensive perfectionism and causes generally simple social skills to serve as difficult to maneuver. I have also displayed autistic characteristics during events I held minimal control over, such as divorce, loss of family
My mission statement has not changed. I still feel the way about teaching as I did then. I want students to want to come to school to learn. As my education journey comes closer to the end, I have learned many strategies and techniques to help me accomplish this goal. Teaching can be challenging just a learning can be for students, making it as interesting and fun as possible will ease that in some way. I firmly believe when students have confidence in themselves they will succeed, I want to help build the confidence. I have worked with special education student long enough to see it only takes a like gain to bring a smile to their face. Sometimes climbing one step may seem as if they climbed a mountain, and I want to share in their accomplishments.
About 1 percent of the world population has autism spectrum disorder. (CDC, 2014) The transition for this rare percentage into the truly disordered reality is a very troublesome task. The upbringing and traits that are portrayed by that fellow citizen are certain factors that may boost their process in their transition. In the case of Christopher Boone, he’s lucky enough to have a caring and thoughtful teacher at school, a mediocre parent, and an acceptable surrounding. He’s intelligent, knowledgeable in his preferred subjects, and more importantly he has the meaningful trait of being ambitious. Unfortunately there are a modest amount of other traits and aspects of him that are unfortunately setting him back, these include being overly methodical
For all teens, the transition into adulthood is generally seen as a challenging and scary process. For teens diagnosed with Autism Spectrum Disorder (ASD) as well as their caregivers, this transition is often more complicated. The period of transition for individuals with ASD into adulthood is intensely more challenging due to their “unique characteristics, the lack of services that address the special needs of such individuals in adulthood, and the expectations of society for a typical path to adulthood in the face of atypical problems” (Geller and Greenberg, 2009, pg. 93). Without the necessary resources to transition, teens with ASD find themselves unprepared for life at work, in college, or community living. Through this paper, the reader will obtain knowledge in regards to what ASD is, the barriers it yields concerning the transition into adulthood, and the effects it has on the individual as well
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,
I have always considered math and sciences to be my strong areas, and english and arts as my weaker areas. I have always mad...
When I was born, my family had just migrated to California from Mexico. In a new country, my father worked in landscaping earning less than $4 dollars an hour, while my mother relied on public transportation to take her newborn child to and from doctor visits. In the land of opportunity, my family struggled to put a roof over our heads. But never discouraged, my parents sought to achieve their goals and worked tirelessly to raise my younger brother and I. From a young age, I was taught the importance of education; this became a major catalyst in my life. My desire to excel academically was not for self-gain, but my way of contributing to my family’s goals and aspirations.
My personal philosophy on special education begins with this firm conviction, I believe all children are “uniquely and wonderfully” made, and regardless of their disability, posse unique gifts and talents. My philosophy of special education has developed, not from just being a general education teacher for many years, and a graduate student in special education, but also from being blessed to be a parent of a special needs child. I believe that every child deserves to have the best possible education, regardless of their disabilities or challenges. It is our responsibility, as special education teachers, to not focus on a student’s disabilities and challenges, but rather focus and develop their personal gifts and talents, in an environment
The decision to pursue a career, prepare for competitive employment, and participate in post-secondary education (PSE) or any other post high school alternative is perhaps the most significant commitment an intellectually disabled (ID) student will make in his or her lifetime. Intellectual disability is the currently preferred term for the disability historically referred to as mental retardation. (AAIDD) and includes conditions such as autism, and Down’s syndrome (HEOA 2008). The post path intellectually disable (ID) students choose has important educational and economic consequences as it may determine the quality of their life and facilitate lifelong success.
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.
Difficulty with independent functioning impacts overall outcomes for individuals with developmental disabilities. The National Research Council identified the development of independent skills for students with disabilities as one of the six recommended areas for intervention and instruction (Hume & Reynolds, 2010). Individuals with autism spectrum disorders (ASD), and other developmental disabilities often rely on the presence of an adult to remain engaged or to complete activities, (Stamer and Schreibman, 1992). Hume, Loftin and Lantz, (2009), indicated that adults with ASD, despite IQ scores above 50, rely heavily on others for support in employment, daily living, and relationships. Promoting independent engagement and performance of classroom activities and decreasing dependence on adults is an important objective when teaching students with disabilities (Hall, McClannahan, & Krantz, 1995). Some of the most successful interventions targeting increased independent skills in students with developmental disabilities emphasize a shift in stimulus control from continuous adult management during instruction to an alternative stimulus. Stimulus control refers to a verbal, physical or gestural prompt from another individual. This shift in stimulus control is vital in increasing student independence across settings (Hume, Loftin, Lantz, 2009). This shift increases their independence by transferring reliance on an individual to an alternative stimulus such as a visual support. This alternative support can then transition across environments and grows with the student as they progress through their education. One method of shifting this stimulus is structured teaching. The Treatment and Education of Autistic and r...
My personal philosophy of special education drives not from teaching in the field, but from, observations, and personal experience, and the workshops I attended. I have had the opportunity to work with individuals with special needs in many different settings, all this help cultivate my knowledge in handling the needs of the special needed student. Special needs students have the ability to learn, to function, to grow, and most importantly to succeed. The difference comes into how they learn or how they need to be taught. There are as many beliefs about the "hows" as there are teachers and each of us forms our own philosophy through our experiences and research. As a student in a special education teachers’ program, learners with special needs includes all students in special education programs in the public school system or other appropriate settings. However, the students I would like to focus on in my career are students with learning disabilities and therefore when thinking about learners with special needs, my mind focuses on this population.
My interest in teaching started at a young age. I used to watch my teachers in awe as they were able to find new ways to get their students involved and excited to learn. Their enthusiasm to teach was so inspiring. I would often find myself using that same fervor as I grasped each concept. I, then, was able to relay it to my fellow classmates as a peer tutor. To this day, becoming a teacher is a passion that flows through me. However, my enthusiasm and passion are not the only reasons I would be a good teacher. I aspire to see a student’s ability to grasp the knowledge they never before understood. I aspire to see a student succeed at something they never thought they ever could. I aspire to not only support students with academic skills, but also with life lessons about the value of community, pride in one’s own ethnicity, good citizenship, sportsmanship, and more. I aspire to play a fundamental role in ensuring that all students from all cultures and learning abilities have the opportunity to be guided in a positive learning
In society today, there are many children and parents who face the diagnosis of having a developmental disability that would qualify them for special education and needs. This time can come with many questions for the parents when they realize the specialized care and education their child will need. Most often, questions arise about their schooling and how they will be included with other children, as well as what services are available to their child. How their disability impacts their life is a very valid concern because their education will be impacted. When a disability is discovered, it effects trickle down from the child to the parents, to the teachers and finally the medical and educational specialists.
In line with the Individuals with Disabilities Act, Special Education is an umbrella term that encompasses the Subgroup of education and teaching of students who require additional support and services in and outside of the classroom due to diagnosed disabilities. Congress enacted the IDEA to protect all students with disabilities in 1975 ensuring them free appropriate public education, also known as FAPE. It is because of this law that special education is present in all public schools (or districts) and created the need for teachers specifically trained in these areas of expertise.