BUILDING OUR EDUCATING STUDENTS FUTURESPECTRUM …

1 1 autism Spectrum Disorders are puzzling developmental disorder that significantlyaffects a student s ability tocommunicate, interact with others, and learn in a conventional manner. Despitethese difficulties, children with autism do grow and learn, albeit often at a different developmental rate than otherchildren. Many educationalapproaches can significantlyimprove the quality of life ofpersons with autism and theirfamilies. It is important to notethat no single program or com-bination of interventions willmeet the needs of every student. The goal of this document is to help educators and schooladministrators become familiarwith the learning styles of STUDENTS with autism and with the various educationalapproaches designed to meet their unique needs. Ongoing interaction with children with autism in yourschool community can prove to be a fulfilling experience for all involved, and it can permanently shape the future of children with this educational approaches can significantlyimprove the quality of life of persons on the autism spectrum and their is autism ?

2 autism is a neurological disorderthat disrupts a child s learning andsocialization. Deriving its namefrom the Greek word for self, autism is often associated withchildren who seem self-absorbedand exhibit unusual behaviors. It isa spectrum disorder, meaning thatany two people diagnosed withautism may have very differentsymptoms and/or with the disorder rangefrom very high-functioning (nearlyindistinguishable from childrenwho do not have autism ) to pro-foundly impaired. Some studentsdiagnosed with autism may haveother diagnoses, such as Asperger sDisorder or PervasiveDevelopmental Disorder - NotOtherwise Specified (PDD-NOS).More information about these diag-noses can be found on the web siteof the autism Society of Americaat STUDENTS ON THEAUTISM SPECTRUMFUTUREBUILDING OURE ducating STUDENTS with Autism2 autism is the third most commondevelopmental disability, followingmental retardation and cerebralpalsy; it is four times more preva-lent in boys than in girls.

3 TheCenters for Disease Control andPrevention now estimates that onein every 175 children born in today will fall somewhere onthe autism spectrum. It is estimatedthat 1,500,000 people in the have is usually diagnosed duringthe first three years of a child s is no medical test for autism ;a diagnosis is determined by a teamof professionals through observa-tion and testing of the child, cou-pled with interviews with parents orguardians. This diagnostic teammay include a neurologist, psychol-ogist, developmental pediatrician,speech/language pathologist, and/orother professionals knowledgeableabout autism . The team s findingsare then compared to the definitiveprotocol for assigning a diagnosisof autism as set forth in the DSM-IV-TR (Diagnostic and StatisticalManual for Mental Disorders -Fourth Edition Text Revision),published by the AmericanPsychiatric Association. For a diag-nosis to be made, a child must exhib-it some symptoms in all of the threefollowing categories, although thelevel of severity can vary greatly: 1.

4 Qualitative impairments in social with autism may have great difficulty developing peer relationships appropriate to theirdevelopmental level. Many mayhave difficulties understandingsocial cues or rules, participatingin community or leisure activities, or relating to others. 2. Qualitative impairments in withautism may have difficultyunderstanding spoken languageor reading nonverbal commu-nications, such as facial expres-sions or gestures. Some speak inodd or unconventional ways. 3. Restrictive, repetitive, andstereotyped patterns of behavior,interests, and autism may have unusualpreoccupations, odd or repetitivemotor mannerisms, and/orrestricted patterns of interest thatare abnormal in either intensityor focus. Difficulty in processingsensory input may cause some ofthese children to have unusualreactions to sounds, sights,touch, or smells. Frequently, children with ASDsexhibit uneven development incognitive, communications, social, adaptive, and motor significant strengths inisolated skills are coupled with significant deficits in others.

5 Likeother children, they respond totheir environment in positive andnegative ways. Although autismmay affect their range of responsesand may make it more difficult tocontrol how their body and mindreact to everyday situations, peoplewith ASD live normal life spansand certain associated behaviorsmay change or disappear over disorders can coexist with autism , such as seizure disorders,mental retardation, or obsessive-compulsive disorder. Scientists and researchers areexploring a number of theoriesregarding the causes of , to date, no singlecause or cure has been identified. What autism is Not Contrary to popular belief, somechildren and adults with autism doexpress affection, smile and laugh,and show a variety of other emotions, but in varying children with ASD areoften described as being aloof or self-absorbed, many of themwould like to have , the very nature of theirdisability makes it difficult forthem to establish or maintain the basic peer relationships thatultimately develop into friendships.

6 autism is not the result ofpoor parenting Children with autism are notunruly or spoiled kids withjust a behavior problem The vast majority of personswith autism are not savants,like the character portrayed byDustin Hoffman in the movieRain Man Children with autism are notwithout feelings and emotions Differences AmongChildren with autism The most notable differencesamong children with ASD involvetheir use of language to communi-cate. Higher functioning individu-als, including those diagnosed withAsperger s Disorder, are able tocommunicate quite well verbally(although sometimes they mayspeak or use language in odd orEducating STUDENTS with Autism3 autism Checklist Insistence on sameness;resists changes in routine Severe language deficits Difficulty in expressingneeds; uses gestures or pointing instead of words Echolalia (repeating words orphrases in place of normal,responsive language) Laughing, crying, or showingdistress for reasons not apparent to others Prefers to be alone; aloof in manner Tantrums.)

7 Displays extremedistress for no apparent reason Difficulty in mixing with others May not want to be touchedor may not be physicallyaffectionate Little or no eye contact Unresponsive to standardteaching methods Sustained odd play Spins objects Inappropriate attachment toobjects Apparent oversensitivity orundersensitivity to pain No real fear of dangers Noticeable physical overactivity or extreme underactivity Not responsive to verbal cues;acts as if deaf even thoughhearing tests in normal range Uneven gross/fine motorskills (may not kick a ball, but can stack blocks) Please note this symptom list is not a substitute for a full-scalediagnostic assessment. Although children with autism are often describedas being aloof or self-absorbed, many of themwould like to have andIntelligence Tests of adaptability and intelli-gence indicate that many childrenwith autism have some level ofmental retardation.

8 Despite this,some people with autism have aver-age to above average intelligence. A few have superior is vital to note that a child s ability to communicate verbally isnot a sole indicator of intelligence. Incividuals withDisabilities Education Act The Individuals with DisabilitiesEducation Act (IDEA) ensures thatall children with disabilities receivea free, appropriate public educationin the least restrictive environment,tailored to each child s individualneeds. This law guarantees all children, regardless of their abilities, the right to obtain educational benefits from their educational setting. As autism affects approximately1,500,000 individuals in the ,and proper implementation of thislaw is of utmost importance tomany families and to the educationcommunity at large. For childrenwith autism , it is particularlyimportant to provide opportunitiesto learn through a variety of educational options - from typicalschool settings to more specializedsettings.

9 The IndividualizedEducation Program No matter the level of disability,the educational program for anindividual with autism must bebased on the unique needs of thatperson. To help determine whatsort of learning environment wouldbe best for a person with autism , anIndividualized Education Program(IEP) should be developed. In theIEP, a collaborative team thatincludes the classroom teacher,other professionals who work withthe child, administrators and theEducating STUDENTS with Autism4peculiar ways). Others talk verysparingly, and some never without spoken languagewill often use a picture-based communication system or someother augmentative communicationdevice to help in expressing themselves. The inability to communicate effectively or to understand conventional communication can become a significant barrier to a child s ability to learn and to adapt tocommunity settings. Some STUDENTS with ASD are quietand passive, while others may behyperactive and/or insistent.

10 Mostwill require strict adherence toschedules and routines, although a few will accept changes withoutincident. The interpretation of sensory input can vary greatly amongchildren with autism . They may behypersensitive to sounds or touch,have an unusually high thresholdfor pain, or perhaps crave constant,deep pressure. Most will exhibitunusual behaviors, but these will differ from individual to individual. For instance, one childmay do odd things with her eyes,while another child may rock hisbody or repeat the same words orphrases over and is vital to note that a child s ability tocommunicate verbally is not a sole indicatorof intelligence. EDUCATING STUDENTS with Autism5child s parents or guardians set forth the educational goals,objectives, and evaluation standards for the child. Clearlystated, measurable goals to chartthe child s progress are a vitalcomponent of the IEP, which is reviewed annually or more frequently, if necessary.