 Special Guest!  Quiz #2 Collection  Discussion: Chapter 10: Autism Chapter 11: Communication Disorders Chapter 13: Sensory Impairments  Homework for Thursday 24 th

 What is it? Disorder of neural development characterized by impaired social interaction & communication, and by restricted & repetitive behavior Part of Autistic Spectrum Disorder (5 main types) 1.Autistic Disorder 2.Asperger’s Disorder 3.Rett’s Disorder 4.Childhood Disintegrative Disorder 5.PDD-NOS *Rarity of savants?

 Low rates of eye contact, or gaze, to others  Lack of attention to multiple dimensions of a task  Restricted range of interests  Stereotypical and repetitive movements and behaviors  Social isolation  Limited receptive and expressive language skills  Difficulties in understanding their own and others’ behaviors and emotions

 Impairments in Social Reciprocity Interactions with others Being able to ‘read’ other people Social perception (verbal & nonverbal cues)  Deficiencies in Communication Skills Functional Language (auditory & nonverbal) Figurative Language (Table 10.2, p. 269)  Repetitive, Stereotypical, & Ritualistic Behaviors Anxiety

 Competence in social skills  General Ed Classroom  High-Functioning Autism – Asperger’s  Academic Content  Social/Behavioral Content  Language Content  Communication Strategies  Social Skills Instruction The TEACCH Program (p.285) -Physical Environment -Acitivities -Supportive & Explicit Teaching Methods

Communication SkillImpact of Disability FormulationMentally preparing and organizing a message for communication; students with learning disabilities may have difficulty with this process TransmissionSending the formulated message, usually through speech; a person’s oral motor abilities might be adversely affected through cerebral palsy ReceptionHearing what has been transmitted; an individual may be deaf or have a significant hearing loss that interferes with this ability ComprehensionUnderstanding what has been heard; sometimes people with cognitive disabilities or autism can have a hard time understanding what they have heard Types of Disorders: Phonological & Articulation Fluency – Stuttering Voice / Vocal Motor Speech Difficulties Associated w/ Adolescents: -expressing ideas about language; inappropriate responses to questions & comments; poor social language; insufficient information for listeners; redundancy; inadequate sense of limits or boundaries; difficulty expressing needs & ideas; difficulty initiating conversations with peers; immature conversational participation

 About 2.3% of children enrolled in public schools  5% have speech disorders  2-8% have specific language impairments  Enrolled in Speech Classes / Language Classes  Are common in regular education  ‘Grow-out-of-it’ or Therapy

Phonology Disorders  Word sounds and word parts Morphology  Constructing words & parts Syntax  Rules for connecting words together Speech Coordination  Respiration, voice, articulation, fluency Phonological & Articulation & Fluency  ‘s’, ‘r’, ‘th’, ‘c’ sounds  Stuttering

 We just teach. These deficiencies and/or disorders are diagnosed at a young age and the appropriate support is given at the elementary, and even middle, school ages.  Peer-Judgement? (Hint … it shouldn’t happen!)  A rather LARGE percentage of the population had some sort of Communication Disorder at younger ages. This is not that rare!

 Blind or visually impaired Total or partial loss of vision  Deaf or hard of hearing Total or partial loss of hearing  Deaf-blind Significant loss of both  Education: specialized or general education depending impairment ‘Implications for the Teacher’ p Law-required support for regular ed teachers

 Search the INTERNET … find 1 article that addresses one of the following teacher- classroom challenges: Gender Differences Racial Issue Special Needs Sexual Orientation  Be prepared to share at the beginning of the next class.