Autism By Rossana Chimenian 3/11/13 EDSP 440: Instructional Methods for Students With Disabilities Professor: John Alberty

IDEA’s Definition of Autism “Autism is a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a child's educational performance.” Other characteristics often associated with autism “are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.” McLeskey (2012)

Controversies The causes of autism Along with controversies on the treatment of autism are those caused by theories as to what causes it. Are some cases of autism caused by vaccinations? Are some cases of autism caused by food allergies? Are some cases of autism genetic? No one really knows what causes autism. McLeskey (2012)

Causes of Autism No one cause of autism has been identified Genetic influences are likely the most important risk factor. It’s more common in boys than girls. McLeskey (2012)

Warning Signs of Autism Social skills Fails to respond to his or her name Has poor eye contact Resists cuddling and holding Seems to prefer playing alone Language Doesn't speak or has delayed speech May repeat words or phrases verbatim, but doesn't understand how to use them Doesn't appear to understand simple questions or directions “Red flags“

Warning Signs of Autism Behavior Performs repetitive movements, such as rocking, spinning or hand-flapping Develops specific routines or rituals and becomes disturbed at the slightest change Moves constantly May be unusually sensitive to light, sound and touch, and yet oblivious to pain May have odd food preferences, such as eating only a few foods, or craving items that are not food, such as chalk or dirt McLeskey (2012) “Red flags“

Warning Signs of Autism “Red flags“

Diagnostic Process McLeskey (2012) A team of professionals which may include pediatricians, psychologists, parents, and teachers assess the student through multiple observations in multiple settings Home, school, and daycare.

Autism Spectrum Disorder Google images

Academic Placement Most students with ASD are taught in inclusive classrooms more than 40% of the school day and about 8.3 % are educated in separated settings (McLeskey, 2012). Inclusion can be the best setting for a student with ASD, however, sometimes inclusion is not the most productive setting for students with ASD. The decision of whether or not a student will be place in an inclusive classroom should be made on an individual case-by-case-basis. Successful inclusion depend on the severity of the disability, the training of the educator, and the type of academic support the student will receive in that classroom. Batten,A. (2005) McLeskey,(2012)

Teaching Strategies Understand that students behaviors are a means for communicating needs, feelings, and fears. Give prompt attention and establish eye contact with students to engage them in classroom activities. McLeskey (2012)

Teaching Strategies Be flexible, differentiate lessons, provide lots of visuals, facilitate the use of technology, provide academic and behavioral support, and accommodations. Understand and engage parents by providing disability awareness and developing networks of communication that bridges family-school relationships. McLeskey (2012)

Teaching Strategies Google images

Personal Reflections I believe students with ASD can benefit from participating in inclusive classrooms. One of the most important benefits of being in an inclusive classroom is that student with ASD can learn appropriate behaviors from their peers and they can also build relationships which I believe is essential for students with ASD. However, I also believe it has to be decided by a team of professionals on a case-to case- basis. I have seen cases of students with ASD were the disability so severe that students are a danger to themselves and a danger to others so on those cases I believe students will need a more restrictive environment where they can learn and flourish.

Works Cited Batten,A. (2005). Inclusion and the autism spectrum. Improving schools. 8(1): ERIC Clearinghouse on Teaching and Teacher Education Washington DC (2000). Collaboration between general and special education teachers. Retrieved May 8, 2004 from [editor's note: ERIC files no longer online] McLeskey, J. M., Rosenberg, M. S., & Westling, D. L. (2012). Inclusion: Effective Practices for All Students (2nd ed.). Pearson. National Professional Development Center on Autism Spectrum Disorders (NPDC-ASD). identification-asd-modulehttp://autismpdc.fpg.unc.edu/content/early- identification-asd-module Google images e=hp&biw=1536&bih=842&q=children+with+autism+spectrum+disor der&oq=children+with+autism&gs_l=img.1.1.0l2j0i5l4j0i24l j ac.1.5.img.Ienn GsP3Pa0#hl=en&site=imghp&tbm=isch&sa=1&q=children+with+auti sm+spectrum+disorder+flapping+behavior&oq=children+with+autism +spectrum+disorder+flapping+behavior&gs_l=img c.1.5.img.N165PPL8 8mA&bav=on.2,or.r_cp.r_qf.&bvm=bv ,d.dmg&fp=bcebe74 56f839819&biw=1536&bih=842