1. 1 Professional Development Course on Catering for Diversity in English Language Teaching ENG5315 The Characteristics of Diversity Session 3 Higher functioning autism and Asperger syndrome: Characteristics and impacts 1Prepared by Ruby Yang, Department of English, The Hong Kong Institute of Education

2. Different labels used to describe ASD DSM-IV (Diagnostic and Statistical Manual of Mental Disorders) DSM-IV (Diagnostic and Statistical Manual of Mental Disorders) http://allpsych.com/disorders/dsm.ht ml http://allpsych.com/disorders/dsm.ht ml 2Prepared by Ruby Yang, Department of English, The Hong Kong Institute of Education

3. Different labels used to describe ASD Autism Spectrum Disorder (ASD): Autism Spectrum Disorder (ASD):Autism Asperger syndrome Pervasive Developmental Disorder- Not Otherwise Specified (PDD-NOS) 3Prepared by Ruby Yang, Department of English, The Hong Kong Institute of Education

4. Different labels used to describe ASD High functioning autism (a sometimes used term) High functioning autism (a sometimes used term) This term is sometimes used to indicate that the young person has the same difficulties as those described as having autism but he/she has an average or above average level of intelligence (Williams & Wright, 2004). 4Prepared by Ruby Yang, Department of English, The Hong Kong Institute of Education

5. 5 The cluster of core problems of ASD children Social Communication Repetitive and unusual behaviour 5Prepared by Ruby Yang, Department of English, The Hong Kong Institute of Education

6. 6 Key facts of autism A lifelong neurological disorder A lifelong neurological disorder Not a form of mental retardation or a mental disorder, though it can co- occur with mental retardation Not a form of mental retardation or a mental disorder, though it can co- occur with mental retardation Prevalence: 1 or 2 per 1,000 children Prevalence: 1 or 2 per 1,000 children More often in boys than girls More often in boys than girls About 10% have an extraordinary ability in one area About 10% have an extraordinary ability in one area Prepared by Ruby Yang, Department of English, The Hong Kong Institute of Education

7. 7 Characteristics of autistic children Communication skills May not speak at all or in single words May not speak at all or in single words Meaningless repetition of words or phrases Meaningless repetition of words or phrases Inability to initiate or hold conversations Inability to initiate or hold conversations Poor communication skills arise from a lack of desire to interact with others Poor communication skills arise from a lack of desire to interact with others Often laugh or cry at inappropriate moments Often laugh or cry at inappropriate moments Prepared by Ruby Yang, Department of English, The Hong Kong Institute of Education

8. 8 Characteristics of autistic children Social interaction Profound problems with social interaction Profound problems with social interaction Unresponsiveness to people Unresponsiveness to people Little or no interest in human contact Little or no interest in human contact Failure to establish eye contact Failure to establish eye contact Prepared by Ruby Yang, Department of English, The Hong Kong Institute of Education

9. 9 Characteristics of autistic children Social interaction Difficulties with the timing in conversations Difficulties with the timing in conversations Lack of understanding of the conventions of conversation Lack of understanding of the conventions of conversation Difficulties understanding facial expressions or body language Difficulties understanding facial expressions or body language Prepared by Ruby Yang, Department of English, The Hong Kong Institute of Education

10. 10 Characteristics of autistic children Others Resistance to change Resistance to change Overreaction to sensory stimuli Overreaction to sensory stimuli Disruptive behaviours can often occur Disruptive behaviours can often occur Maybe self-destructive Maybe self-destructive Prepared by Ruby Yang, Department of English, The Hong Kong Institute of Education

11. Case study: Jonathan's Story Jonathan, aged 7, diagnosed with autism, was studying in primary 2 in a mainstream school. His overall academic performance was mediocre as he could not handle certain subjects. Jonathan, aged 7, diagnosed with autism, was studying in primary 2 in a mainstream school. His overall academic performance was mediocre as he could not handle certain subjects. He had difficulties getting along with his peers. His classmates found it amusing that Jonathan always smiled even when he should have felt miserable, so they often bullied. With excellent memory skills, Jonathan had a habit of murmuring the names of his fellow classmates who did not hand in their homework on time. This annoyed everybody, even the teachers perceived his behaviour as disruptive. Such misunderstanding caused Jonathan to become isolated from group activities during and out of school. He had difficulties getting along with his peers. His classmates found it amusing that Jonathan always smiled even when he should have felt miserable, so they often bullied. With excellent memory skills, Jonathan had a habit of murmuring the names of his fellow classmates who did not hand in their homework on time. This annoyed everybody, even the teachers perceived his behaviour as disruptive. Such misunderstanding caused Jonathan to become isolated from group activities during and out of school. 11Prepared by Ruby Yang, Department of English, The Hong Kong Institute of Education

12. 12 Diagnosis of autism Signs of autism are generally observable by 18 to 36 months of age Signs of autism are generally observable by 18 to 36 months of age DSM-IV DSM-IV Based on observable behaviour, by observing the child’s behaviour, communication skills and social interactions Prepared by Ruby Yang, Department of English, The Hong Kong Institute of Education

13. 13 Autism Now, watch the video “Autism: The Unfolding Mystery” to know more about autism. Now, watch the video “Autism: The Unfolding Mystery” to know more about autism. Prepared by Ruby Yang, Department of English, The Hong Kong Institute of Education

14. 14 Asperger syndrome Comes from the name of an Austrian paediatrician, Hans Asperger. Comes from the name of an Austrian paediatrician, Hans Asperger. Prepared by Ruby Yang, Department of English, The Hong Kong Institute of Education

15. 15 Asperger syndrome Quite similar to autism Quite similar to autism No problems with language No problems with language Average or above average in intelligence Average or above average in intelligence Prepared by Ruby Yang, Department of English, The Hong Kong Institute of Education

16. 16 Characteristics of Asperger syndrome Difficulty in determining what is important in a situation, focusing on minute details but missing the point Difficulty in determining what is important in a situation, focusing on minute details but missing the point Egocentric in thinking Egocentric in thinking Have only black and white distinctions that do not allow for exceptions Have only black and white distinctions that do not allow for exceptions Difficulties with social relationships Difficulties with social relationships Narrow range of interests Narrow range of interests 16Prepared by Ruby Yang, Department of English, The Hong Kong Institute of Education

17. 17 Diagnosis of Asperger syndrome Not recognized as having a problem until age 6 or 7 years or later Not recognized as having a problem until age 6 or 7 years or later 17Prepared by Ruby Yang, Department of English, The Hong Kong Institute of Education

18. 18 Asperger syndrome Now, watch another video “Asperger Syndrome: Living Outside the Bell Curve”. Now, watch another video “Asperger Syndrome: Living Outside the Bell Curve”. Pay attention to the major differences in the characteristics of autism and Asperger Syndrome. Pay attention to the major differences in the characteristics of autism and Asperger Syndrome. 18 Prepared by Ruby Yang, Department of English, The Hong Kong Institute of Education

19. 19 Strategies of teaching autistic children The VAK Model The VAK Model Visual Auditory Kinesthetic All learners can benefit from multi- sensory approaches to learning All learners can benefit from multi- sensory approaches to learning Prepared by Ruby Yang, Department of English, The Hong Kong Institute of Education

20. 20 Strategies of teaching autistic children Y-Chart Y-Chart A Y-Chart is a three-part graphic organizer that is used for describing three aspects of a topic (looks like, sounds like and feels like). Prepared by Ruby Yang, Department of English, The Hong Kong Institute of Education

21. 21 Strategies of teaching autistic children Mind map Mind map Prepared by Ruby Yang, Department of English, The Hong Kong Institute of Education

22. 22 Strategies of teaching autistic children Visual reminder Visual reminder 臀部緊貼在椅子上 手安放 於大腿 或桌上 背部躺在椅背背部躺在椅背 雙腳放於地上 22Prepared by Ruby Yang, Department of English, The Hong Kong Institute of Education

23. Activity 1 Watch the excerpt of the movie ‘Rain Man’. Watch the excerpt of the movie ‘Rain Man’. See whether you can identify some characteristics of the behavior of the autistic savant, Raymond in the movie. See whether you can identify some characteristics of the behavior of the autistic savant, Raymond in the movie. 2323Prepared by Ruby Yang, Department of English, The Hong Kong Institute of Education

24. Activity 2 - Sharing and Discussion Are you currently teaching some autistic and/or Asperger Syndrome students? If yes, what difficulties are you encountering? Are you currently teaching some autistic and/or Asperger Syndrome students? If yes, what difficulties are you encountering? Based on the characteristics of autistic and Asperger Syndrome children, what teaching implications can be drawn? Based on the characteristics of autistic and Asperger Syndrome children, what teaching implications can be drawn? 24Prepared by Ruby Yang, Department of English, The Hong Kong Institute of Education