1. and The Early Childhood Setting By Roseanne Pickering April 2011

2. Autism is a developmental disability, affecting the normalities of the brain impacting social development. Making it difficult to communicate both non-verbally and verbally. Autism is a life long condition which is recognised during the first three years of life.

3. Autistic children comprehend the world around them by building visuals and memorizing them. Their sense of smell is very high and can over stimulate the brain. Those with autism also may have a high sensitivity to sounds. This video helped me understand children with autism. http://www.youtube.com/watch?v=AbeyIG7Fz8s &feature=related

4. Evidence of autism is noticed when there is a lack of verbal and non-verbal communication. Other characteristics of autism may be: May avoid eye contact with you. No fear of danger. Over or under sensitivity to pain. May prefer to be by him/herself. May have inappropriate attachments to objects. May spin his/herself or objects. Prolonged repetitive play. May insist on things/routines always being the same. May display tantrums for no apparent reason. May exhibit self injurious behaviour when upset i.e. banging heads. An overall difficulty interacting with others.

5. The direct cause of Autism is still being investigated however there are many areas of research that gives different theories. Vaccination theory Bad parenting theory Immune System theory Food allergies or malnutrition theory Gene theory

6. There is research on vaccines that could be linked to the developmental causes of autism. These are the MMR (mumps- measles-rubella) vaccination and any mercury-based vaccines. The medical community has been led to believe that these vaccines do not cause autism however there are still some parents and researches that disagree having done anecdotal research. Dr. Kanner, addressed the idea of autism being a fault of the parents, he used the term ‘Refrigerator Mother’. Sigmund Freud agreed with him and believed the disorder to be caused by esteemed early childhood traumas, causing generational mothers to be speared with guilt. However research has shown this is not the case and the child’s upbringing does not effect Autism.

7. Immune deficiency has been evident in some research as being a cause of autism. There are some effective treatments based on boosting an autistic individual immune system however there is still not enough evidence to become a defined cause. Food allergies and malnutrition can contribute to bringing out symptoms of autism however is unlikely to be a cause. The genetic research has had breakthrough in the past decade giving us a greater understanding about genetics and autism. Genetics is definitely a component to autism. However there is not one single gene known as the ‘autistic gene’.

8. Autism is a lot more common than people realise. In New Zealand alone there is approximately 40 000 people with autism, that is 1 in every 100. People from different cultures, religious and social groups are affected. However more males than females are affected.

9. The umbrella term “Autism Spectrum Disorder" is used to acknowledge that there is a range of disorders that share characteristics, including autism and Asperger syndrome. (New Zealand Ministry of Education, 2011) This can be a range from mild to extreme cases.

10. Autistic Disorder - effect the social and communication part of the brain effecting both males and females. Pervasive Developmental Disorder (P.D.D) - "Atypical Autism.“ same characteristics of Autism, but not all the criteria associated with Autism. Asperger's Disorder – very intelligent people, however struggle with social interactions. Retts Disorder – only seen in girls, the child develops within the normal stages but then begins to lose communication skills.

11. www.autismnz.org.nz autism.about.com http://www.autismspeaks.org/docs/family_services_docs/ 100_day_kit.pdf http://icommunicatetherapy.com/ http://www.altogetherautism.org.nz/serviceproviders/prov ider/1465/ http://leilamasson.com/index.html http://sites.google.com/site/autismgames/home http://www.sensetoys.com/index.php?r=WBEMAXIXAJ http://www.child-autism-parent-cafe.com/index.html http://www.autism.com/fam_whatisautism.asp

12. Raising a child with autism can become a daunting task and very stressful due to these children often having screaming fits and tantrums. Autistic children need constant attention which may result in other siblings being ignored. Parents may find distance between friends as they don’t understand what they are going through and are not sure how to support the family.

13. Using visuals and pictures to relate to their interests and their daily routine. Keeping the environment tidy, organised and safe.

14. Teachers should be modifying programs and the curriculum to the child's needs and strengths creating a child’s IEP’s (Individualized Educational Program). Autistic children strive in a quiet and structured environment. They learn through visual demonstration. Using pictures, objects, line drawings and symbols helps them to make sense of the world around them and to develop communication skills. Using colour coded system, shapes, flashcards and blocks in soft colours help create an inclusive environment. Also no strong smells and no flashing fights.

15. “Te Whaariki is designed to be inclusive and appropriate for all children and anticipates that special needs will be met as children learn together in all kinds of early childhood education settings. The programmes of each centre will incorporate strategies to fully include children with special needs.” (MoE, 1666) Individual development plan (IDP’s) will be developed for those who need alternative education and resources. However the curriculum assumes that care and education for all children through the principle, strands and goals.

16. Teachers need to find practical and effective approaches to identify each child’s strengths and weaknesses, paying attention to their interests and also their dissatisfactions. An autistic child finds the world very confusing, as teachers we need to get alongside them to make sense of their world. Finding ways to communicate with the children, through pictures, song, interests.

17. There are many sites teachers and parents can use to find activities for children with autism. Teachers and parents can also work along side teacher aids who have training within these areas. Special needs in the early years: autistic spectrum difficulties. http://www.rethinkautism.com/default.aspx http://freeprintablefun.org/2007/08/free-printable- learning-activities-for.html http://www.schoolthemes.org/teaching-autistic- children.html

18. Its important that when working with children with autism you give them plenty of warning when there is a change of activity using one instruction at a time, using pictures where possible. Using a cushion or alternative on the mat so the child knows where to sit. Using the buddy system may work or giving them the chance to lead. http://www.paains.org.uk/education/stratagies.htm This is a great website that gives practical strategies for working with an autistic child.

19. As a Christian, I believe that parents are given the authority and responsibility to teach and educate the children given to us by God. Proverbs 22:6 promises that if parents "raise up a child in the way he should go, even when he is old he will not depart from it." Valerie L. Richey, MD, ND I found there was alot of christian discussion and support for autistic people and for their carers on the internet. I also talk to people within the local Chrsitan community about the power of prayer for those with disabilites.

20. There is many research programmes going around the world for autism. Therapeutic drugs for treatments to help improve autism and other proactive treatments. Hope for earlier identification through screening diagnostics that allow for early intervention