Information Autism isn't just a single disorder. It's really one of five different neurological disorders that fall under the Pervasive Developmental Disorders category. The DSM-IV-TR states that this collection of disorders is a severe and pervasive impairment in numerous areas of development.
The five disorders in this group are: Autistic Disorder, Asperger's Disorder, Childhood Disintegrative Disorder (CDD), Rett's Disorder, and PDD-Not Otherwise Specified (PDD-NOS). According to the Center For Disease Control And Prevention, one in 250 births result in autism, meaning that about 1.5 million Americans have some form of this disorder. The Department Of Education suggests that that number is climbing, and that in the next decade or so, there could be over 4 million cases in the United States alone. Autism occurs more often in boys than girls, and can affect anyone, regardless of race, income, education, or lifestyle. It is often seen as a mysterious disorder with unknown origins. Although the precise cause of autism is unknown, it is believed to be caused by abnormal brain structure or function. Studies show that there is a difference in brain structure is autistic children and non-autistic children. Researchers constantly study a number of theories relating to genetics, heredity, environmental, and history of medical problems to help narrow down the exact cause, and there is even a new, controversial theory that suggests that childhood vaccinations are linked to the rising number of Autism cases. There is considerable overlap among the different forms of autism. The wide variation in symptoms among children with autism, however, has led to the concept o fautism spectrum disorder, or ASD. ASDs affect one out of every 88 children in the U.S. They occur more often among boys than girls. While autism appears to be on the rise, it's unclear whether the growing number of diagnoses shows a real increase or comes from improved detection.Statistics: Autism effects 1 in 88 children in the United States. Early diagnosis is important. That's because early treatment can help a child with autism make significant gains in language and social skills. Signs of Autism Spectrum DisorderAutism spectrum disorders affect three different areas of a child's life:
Courtesy of the following: http://www.autismspeaks.org/what-autism and http://www.webmd.com/brain/autism/autism-spectrum-disorders The following parent brochures have many facts and information about Autism that any parent or teacher could find helpful.
http://www.health.gov.sk.ca/asd-brochure |
MediaCourtesy of the following you tube video:
https://www.youtube.com/watch?v=oaySIKKeteA&feature=youtu.be Autism Xpress is a free app that encourages people with autism to recognize and express emotions. The app displays 12 buttons, each a cartoon caricature of a facial expression of how one feels: happy, sad, hungry, etc. Pressing a button creates a full-screen image of that emotion. The app is designed to help teach recognition of emotions and facial expressions-a challenge for most autistic children.
This site is for parents and teachers of children with moderate to severe autism. The information on this site describes the objectives of the games found on www.whizkidgames.com a games portal for autistic children. The games are a free resource that aim to help autistic children to develop independent living skills.
Courtesy of: http://www.autismgames.com.au/ |
StrategiesStudent groupings
• Establish multiple or similar ability grouping. • Divide groups according to similar interests. • Clearly define the role for each student in a group (e.g., note-taker, reporter, artist). Instruction activities • Support verbal information with visuals. • Include explicit (or direct) teaching of information. • Provide opportunities for the student to practise and rehearse. Level and type of support provided to the student • Include tasks that the student can participate in or complete independently. • Provide opportunities for peer support through small-group activities. • Have more intensive levels of assistance available as required. Task expectations (time, type of task) • Build in flexible or extended timelines for task participation and completion. • Chunk longer activity into smaller segments (e.g., divide a 45-minute activity into several shorter sections). • Encourage use of technology to complete a task (e.g., keyboarding for written tasks). Materials and resources • Match materials and resources to the readiness level, interests, and learning profiles of students (e.g., a student with keen interest in vehicles collects data on cars in a parking lot and graphs results). Assessment activities • Provide a variety of opportunities and ways for the student to demonstrate learning. • Allow alternatives to written tasks, such as drawings, fill-in-the-blank activities, questions with multiple-choice answers, pointing to the correct answers, scribing. • Include visual supports such as graphic organizers or highlighting of key words.Examples of visual supports *Prompt for transitions Visual schedule, card with symbol of next activity *Provide directions or instructions List of written expectations *Break tasks into easier to understand steps *Series of pictures to demonstrate steps required *Provide structure and predictability to routines and activities within the student’s day *Daily schedule or calendar *Assist in organizing the environment *Labelled objects *Support appropriate behavior Cue cards (e.g., STOP), stories, or written behavioral routines and expectations *Develop choice-making skills Choice board with pictures of options, or a written list for students who are readers. Courtesy of the following: http://www.autism.org.uk/living-with-autism/strategies-and-approaches.aspx http://www.autism.org.uk/working-with/education/educational-professionals-in-schools/lessons-and-breaktimes/how-can-i-help-a-child-with-autism-at-my-school.aspx |
|
The following Brochure is courtesy of
http://www.aacps.org/admin/articlefiles/312-PS%20ASD%20(Autism)%20Parents%20Q%20and%20A%20Booklet.pdf
http://www.aacps.org/admin/articlefiles/312-PS%20ASD%20(Autism)%20Parents%20Q%20and%20A%20Booklet.pdf