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A look into the world of
Autism Syndrome Disorder
Presented By: Adam, Carla & Rhiannon
Ministry DefinitionA severe learning disorder that is characterized by:
(a) Disturbances in:
rate of educational development ability to relate to the environment mobility
perception, speech and language.
(b) Lack of representational symbolic behavior that precedes language.
Autism appears to have its roots in very early brain development.
However, the most obvious signs of autism and symptoms of autism
tend to emerge between 2 and 3 years of age.
People with ASD are believed to have abnormalities in both their brain
structure and chemistry of the brain.
Overview
ASD is characterized, in
varying degrees, by
difficulties in social
interaction, verbal and
nonverbal communication
and repetitive behaviors.
Overview
Autistic Disorder Impairments in communication, social
interaction and imaginative play
Repetitive behaviors
Restricted interests
Asperger’s Disorder Often referred to as Asperger’s
syndrome
Applied to individuals with normal
language development, average to
above average intelligence, but have
impaired social interactions
Interests are unusually
restricted or specialized
Pervasive Developmental Disorder - not otherwise specified
Often referred to as atypical autism
Includes individuals who do not
necessarily fall within the other
categories but nonetheless exhibit
impairments of an autism-like nature
Sensory Activity
Modifications & Accommodations
Visual Schedules
Assessment Strategies Determining the educational interventions needed for a student with ASD begins with a deep understanding of that child’s unique learning profile.
Observations should be objective and as descriptive as possible – free from biases or judgments. Educators should take a close look and note the student’s:
• Progress towards learning outcomes• Behaviors• Interactions with peers• Social language skills• Reactions to learning environment• Responses to transitions in the school day
Equity IssuesTeachers and Employers often do not have a full
understanding of the Autism Spectrum
Students are not included in the regular classroom.
Autistic students can struggle with change and find it difficult to adapt. Change in the classroom schedule, structure or physical layout can affect their ability to learn
Labels often stigmatize individuals and highlight weakness and lead to decreased self-esteem and lower expectations.
Funding leads to equity issues: Funding from grants and the board go towards support staff, technology and training
Classroom teacher and support staff need to build a rapport with the student and parents.
Setting high performance standards. Equity requires high expectations and opportunities students.
Encouraging high expectations in teachers.
Showing positive attitudes and behaviours toward students.
Allow for flexible behavioural expectations in the classroom (educating other students), but clear guidelines and expectations.
Ways to Resolve Issues of Equity
Employment Barriers More likely to be hired into the secondary labour
market where jobs are unskilled, part-time and temporary, with high turnover and few benefits.
May also experience stigma and discrimination from coworkers.
Have reduced responsibility with more supervision, and become targets for negative comments from coworkers.
Few managers have sufficient knowledge to recognize or skills to effectively manage employees who are Autistic in the workplace.
Adaptive Technology
IPad Apps for Accessibility1. iTranslate
2. Social Skill Builder3. SpeechDescripti4. Alexicom AAC
5. SoundingBoard 6. Scene & Heard Lite
7. Verbally 8. StoryKit
9. SoundPrism10.Speak For Me
Dynavox System Compass App.
PECS symbols
Classroom Light Filters
Snoezelen/sensory therapy Rooms
Trainings Available
Crisis Prevention Integration Training
Applied Behavioural Analysis Training (ABA)
Medication Orientation Training
Introduction to Autism Training
Community Supports
Local Community Supports
Resource Materials & Websites
Video
https://www.youtube.com/watch?v=z-liQ3n6LE0