Learning Disabilties

Disability Category: Autism Spectrum Disorder

Definition (IDEA):

Autism is a neurological disorder, where there is a delay in understanding and using language, difficulty with social interactions, and narrowing of interests.

Other definitions:

Autism is a "pervasive developmental disorder" because it affects all areas of functioning and is identified before a child reaches the age of 3.

Incidence:

1/166 children will be diagnosed. Five years ago 1/500 were diagnosed, so there is a 600% increase. There are four times as many boys as there are girls.

Indicators/characteristics:

Some early warning sings are: resistance to touch, decreased motor skills, difficulty securing attention, toe watching, and no eye contact. Children with Autism have difficulty dealing with change, different sensory, limited or stereotypic language, and limited repertoire of interests.

There are three major characteristics of students with Autism.

social interaction (nonverbal behavior, peer relationships, socioemotional reciprocity)

communication (delays in spoken language, inability to initiate or sustain a conversation, repetitive use of language, and lack of make-believe or imaginative play) and

restrictive, repetitive, and stereotyped patterns of behavior (preoccupation with an interest, compulsive adherence to routine, motor mannerisms and occupations with parts of objects.

Academic needs:

Students with Autism have special needs in all areas: behavioral, social, academic, and physical performance.

Behavioral needs:

Students with autism may engage in behaviors such as tantrums, repetitive activities, and stereotyped movements. Some say Autism is a severe behavioral disorder.

Social needs:

Students with Autism have difficult engaging in interactions with other people, experience marked delays in language development, and may use echolalic speech.

Physical needs:

It is not uncommon for an occupational therapist to be part of the IEP team with a focus on the sensory challenges that can be presented for individuals with autism.

Assessment procedures:

Diagnosis is typically made by a physician or other professional. They use diagnostic tools created specifically for autism spectrum disorder such as the Autism Diagnostic Observation and Autism Diagnostic Interview Revised. There are many other scales used when a teachers suspect that a student might have autism.

Special services:

When students with Autism are in the general education classroom, special education personnel must provide comprehensive support services in the regular classroom to assist the general education teacher and increase the probability that the student will benefit from the inclusion.

Most frequent educational settings:

Students with Autism are often served in special schools or classes. In recent years, some students have been placed in general education classrooms.

Classroom adaptations:

Almost all students with Autism benefit from a schedule and following a routine. Using what they like for learning activities could be helpful.

Teaching strategies/techniques/approaches:

Some students have prompt dependency. The incorporation of photographic activity schedules diminishes that. Things to focus on are teaching communication and language and promoting social skills.

Websites:

www.lovas.com

gsappweb.Rutgers.edu/dddc

www.teacch.com

Professional organizations:

Floortime Foundation

Parent organizations:

Parents Helping Parents

DREAMMS for Kids

Contact Emily Roemmich