Technology concepts and applications

¶ … Amos: A Student with an Autism Spectrum Disorder

Assistive Technology Study

The purpose of this paper is to present a profile of a learner who will have an Individualized Education Plan (IEP) that incorporates some time of assistive technology. The student is Amos, a kindergartener at a rural public school. He has a number of learning challenges that will have to be addressed in kindergarten to prepare him for progress through the public school system.

Amos: A Learner Profile

At the age of three, Amos was diagnosed with an autism spectrum disorder. He is the third of four children, none of whom have any special education needs. Amos comes from a loving, close-knit immediate family that is low-income. The family is very active in the church, which has provided a much-needed support system for the family, as there have been a number of challenges so far in raising Amos. Amos's father works in town in a small lumberyard; Amos's mother stays at home to care for the children. Amos had a speech delay but his parents assumed, acting on advice they got from members of their community, that because Amos had older siblings, he was not particularly interested in talking. His siblings were happy to care for him and get what he needed. Amos did not walk until he was fifteen months, and never went through the crawling stage, but again it was assumed that he was not interested in walking because his siblings were so attentive, playing with him, bringing him toys and snacks, and carrying him everywhere.

When Amos was two years and four months, Amos's parents became concerned that he was still not speaking. He ran through the house with an awkward gait, making repetitive babbling noises and shaking his head and his hands. Amos's parents realized that even though their two older children had behaved differently from one another at the same age, there were common patterns that Amos did not exhibit. They expressed their concerns to their pediatrician, who noted that Amos did not make any eye contact with anyone in the family. Amos was also too content to sit in one place while his siblings were at school and make simple, repetitive actions, such as spinning the wheels on a toy car.

There is no Head Start or other early-intervention program in Amos's town. His parents enrolled him in the church pre-school, hoping that the structured program and interaction with other children his age would be beneficial. The teacher, with just an associate's degree in early childhood education, was not prepared to work with a child with special needs. Amos, who was completely non-verbal, was often frustrated when no one understood him. His parents and siblings had automatically made accommodations for him, but the other three-year-olds could not, nor could the teacher. When Amos got frustrated, he would scream, hit the teacher or other students, and even kick and bite if someone tried to restrain him. The church told Amos's parents that he could not stay, and they agreed, although they were disappointed and frustrated.

At home, Amos's family does not know what to do with him; his behavior is increasingly challenging. He frequently has tantrums and seems very frustrated. He has gained a great deal of weight because he demands snacks and his parents gave in, rather than listen to him scream.

Conclusion

When Amos came to kindergarten, he was essentially non-verbal. He can usually say his name if asked and can answer yes or no to direct questions such as "Do you want juice?" He does not want to sit in a chair, preferring to sit on the floor. Loud noises and changes in routine are very upsetting and can result in a temper tantrum. Amos will become oppositional and may hit, kick, or scream. Often these tantrums will set the tone for the rest of the day.