1. Copyright Autism Society of America1 Public Awareness of Autism in the Schools Overheads for use by chapters when making presentations to school professionals or parent groups

2. Copyright Autism Society of America2 The Autism Society of America Presents “ Public Awareness of Autism In the Schools” Program Originally made possible by a generous grant from the American Contract Bridge League Charity Foundation Locally funded through Predator’s Foundation and Developmental Disability Council

3. Copyright Autism Society of America3 What is the Autism Society of America? Founded in 1965 by a small group of parents - 24,000 members in 240 chapters Leading source of information and referral on autism Mission: to promote lifelong access and opportunities for persons within the autism spectrum and their families, to be fully included, participating members of their communities through advocacy, public awareness, education, and research related to autism.

4. Copyright Autism Society of America4 What is Autism? Third most common developmental disability Appears in the first three years of life Neurological disorder affecting brain development and function Affects 1 in 500 individuals - estimated 500,000 across the U.S. ( according to the Centers for Disease Control and Prevention ) Affects boys four times more than girls No medical test available Under PDD heading in the DSM-IV

5. Copyright Autism Society of America5 Autism is a Spectrum Disorder Children with autism range from high- functioning to low-functioning Asperger’s Syndrome Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS)

6. Copyright Autism Society of America6 Features of Autism Impacts social interaction and communication skills Involves sensory impairments - sensitivity to sights, sounds, smells and touch - unusual responses exhibited. Includes behavioral difficulties- adherence to routines, attachment to objects

7. Copyright Autism Society of America7 Development in Autism Uneven development in cognitive, communicative, social, adaptive, and motor skills –Examples: A child may excel in academics but have difficulties relating to others socially A child may have limited verbal communication but may be very affectionate and outgoing See the Autism Check List in your “Shaping Our Future” booklet

8. Copyright Autism Society of America8 What Autism is Not Autism is not the result of poor parenting Children with autism are not unruly kids with “just a behavior problem” Most people with autism are not “savants” as portrayed in movies Children with autism are not without feelings and emotions

9. Copyright Autism Society of America9 Differences Among Children with Autism Ability to communicate Passive vs. active Interpretation of sensory input What motivates them

10. Copyright Autism Society of America10 Autism and Intelligence A child’s ability to verbally communicate is not a sole indicator of intelligence Adaptability and intelligence tests A few children even have superior IQs

11. Copyright Autism Society of America11 IDEA- Individuals with Disabilities Education Act Ensures all children with disabilities receive a free and appropriate education in the least restrictive environment tailored to each child’s individual needs

12. Copyright Autism Society of America12 The Individualized Education Program (IEP) Prepared prior to placement and reviewed each year Identifies goals, objectives, and evaluation standards to measure progress Prepared by a collaborative team: –parents –classroom teacher –administrators –other professionals who work with the child

13. Copyright Autism Society of America13 IEP Should Include: Academic goals and objectives Support Services Ways to build upon strengths Any necessary adaptations to the learning environment –Examples: Modify physical placement in the classroom Materials presented in visual format

14. Copyright Autism Society of America14 Key Elements for Success Teacher sets tone of high expectations Ownership of the collaboration process between special and regular educators Individualized instruction Support services brought into the classroom IEP evaluation and goal- setting done by the collaborative team Assume all children can acquire skills if instruction is modified to help the child succeed Adaptation of the school environment, hours, or school year

15. Copyright Autism Society of America15 Approaches to Education Specialized school Specialized classroom within regular education school Various teaching methods used with students with autism in a variety of settings Partial or Full Inclusion

16. Copyright Autism Society of America16 Students with Autism in the Regular Classroom - Positive Aspects Student with autism has opportunities to model behavior of age-appropriate peers Development of compassion and understanding by classmates Elevation of self-esteem for all students Opportunities for teachers, administrators, and other professionals to learn from each other

17. Copyright Autism Society of America17 Students with Autism in Special Education Settings Some students with more severe challenges require more structure Low teacher-to-student ratio Additional accommodations as needed Supportive therapies to address sensory impairments The employment of an individualized behavioral program for life skills development

18. Copyright Autism Society of America18 How Students with Autism Learn Understanding the core deficits that define autism –Attention difficulites –Auditory processing impairments –Generalization of skills –Difficulties imitating behavior –Trouble with task/event sequencing –Transitions and time concepts

19. Copyright Autism Society of America19 Adaptations to make learning easier for students with autism See “20 suggestions” list, including: –Create a welcoming environment –Understand that behavior is a form of communication –Use visual means of conveying information whenever possible –Utilize a classroom aide when needed –“Fade” prompts to promote independence

20. Copyright Autism Society of America20 Educational Outcomes Early intensive intervention and education has been empirically shown to greatly benefit students with autism. Temple Grandin, Ph.D. credits her success to “creative, unconventional teachers and friends” who looked beyond her disability.

21. Copyright Autism Society of America21 Additional Resources List of books in back of booklet The Autism Society of America –1-800-3-AUTISM –www.autism-society.org Autism Society of North Carolina Bookstore website –www.unc.edu/depts/teacch/asncbook.htm