However, while there are many common treatments, in general, most treatment really boils down to education and teaching in the special education environment. Including an autistic child in the classroom can be challenging. Studies show that inclusion rates for autistic children in the general education classroom are quite low ("fewer than one-third of autistic children spend their time in the general education classroom") (Turnbull et al. 292). Therefore, it seems the most effective learning environment may be the special education classroom. Including these children in the classroom and helping them develop relationships and assimilate with their peers is not impossible. Some effective ways of including autistic children in the classroom include engaging the other children to help teach and tutor the children when it is feasible. Teachers who find the autistic child has a short attention span and learns slowly may find music and "visual images" are more effective teaching tools. It is also vital to make the other children understand the autistic child's difficulties so they will encourage and understand he/she in the classroom. It is also wise to create predictable activities for the autistic student, and discover some of their "preferred" activities to use when they become difficult or unruly (Turnbull et al. 293). The ASA Web site also notes, "individuals with autism respond well to highly-structured, specialized education programs, designed to meet the individual's needs. Based on the major characteristics associated with autism, there are areas that are important to look at when creating a plan: social skill development, communication, behavior, and...
In addition, many professionals encourage "shadowing in the classroom," which involves the aid of a teacher's aid or attendant who engages in one-on-one activities with the child. Another expert notes, "Shadowing can be tremendously important in helping a child with autistic spectrum disorders join the mainstream. The shadow is essentially serving as a bridge between what the child knows and can do, and actually using those skills with peers" (Siegel 139). Thus, there are many different ways to include the autistic child in both the special education and general education classrooms, and teachers should be aware of the different ways they can encourage and interact with the autistic child.
Autistic Spectrum Disorders and the Family Unit Autistic Spectrum Disorders are a group of related disorders or developmental disabilities that have been caused by some sort of problem within the brain. The necessity to understand the reasons for autism and the basic underlying pathophysiology has become more severe because the amount of diagnosed cases has increased dramatically in recent years. (White, 2003) Researchers and scientists have not been able to discover,
Autism: Characteristics, Causes, And Treatments Autism is a complex developmental disorder that generally emerges before the age of three. Individuals with autism demonstrate difficulties in communication, both verbal and non-verbal, as well as difficulties in socially interacting with others, as well as leisure and play activities (Autism Society of America, 2003). Autism is one five disorders that are classified as Pervasive Developmental Disorders in the DSM-IV, which are all neurological disorders
Autism is a developmental disorder as it is marked with pervasive and severe impairment revolving around areas of development such as communication, imagination, reciprocal interaction and behavior. The diagnostic criteria for autism as incorporated by the DSM IV TR includes symptoms such as impairment in the use of nonverbal behaviors like eye contact, gestures, bodily postures during the normal routine social interaction, the inability to form good peer relationships, delay
They may become distressed when they experience unexpected changes in routines. They may become distracted and not complete tasks, along with struggling with transitions between activities. Young children with autism seldom participate in pretend play. (Attwood, 2005, p. 11) Asperger's syndrome student may function on or above grade level in academic subjects, albeit, their behavioral quirks may inhibit their success. Along with a supportive learning environment, support through visual
As noted in the located research, "individuals with autism may have an IQ at any level. By convention, if an individual with autism has an IQ in the normal range (or above), they are said to have 'high-functioning autism' (HFA)." (Baron-Cohen, 1) For a parent with a young child who exhibits signs of true intelligence or even of prominent and unique talents, the understanding of autism as a disorder
The overall purpose of this book is to assist teachers and educators to understand the often complex world of autism as it relates to "social and emotional development, communication, cognition and behavior" in a classroom setting. It also addresses the overwhelming needs of autistic children related to "communication and flexibility of thought and behavior" and how these needs "might be overcome or circumvented" both at home in a classroom environment
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now