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

Copyright Autism Society of America

1

Public Awareness of Autism in the Schools

Overheads for use by chapters when making presentations to school professionals

or parent groups


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The Autism Society of AmericaPresents

“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Originally made possible by a generous grant from the American Contract Bridge League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


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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.


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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 (pervasive developmental disorder) heading in the

DSM-IV (Diagnostic and Statistical Manual)


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Did You Know?

Over 1.5 million Americans are affected by autism.

U.S. rate of growth over the last decade:– Population: 13%– Non-autism-related disabilities: 16%– Autism: 173%

Today 50 families in America will find out that their child has autism.


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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)


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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


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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


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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


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Differences Among Children with Autism

• Ability to communicate

• Passive vs. active

• Interpretation of sensory input

• What motivates them


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Autism and Intelligence

• A child’s ability to verbally communicate is not a sole indicator of intelligence

• Adaptability and intelligence tests used for diagnosing

• A few children even have superior IQs


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Defining the Spectrum

Asperger’s Syndrome (AS)

•High functioning

•Verbal ability

•Deficient social skills

Pervasive Developmental disorder- not otherwise specified (PDD-NOS)

•Severe social, verbal,and nonverbal impairment but diagnostic criteria is not met for a specific disorder.

Associated disorders

•Apraxia

•Dyscalculia

•Dyslexia

•Central Auditory Processing Disorder

•Hyperlexia

•ADD-ADHD


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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.

• Contact Vega Elementary for information about admissions and testing for children (ages 3-5)with suspected disorders. K-12 testing and admission occur at your own school zone.

Vega Elementary2511 Cattleman Drive

McKinney, Texas 75071469-742-5100


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Important Web Site

• Web site educates parents and teachers about special education laws, rights and diagnostic tools.

http://www.wrightslaw.com/advoc/articles/tests_measurements.html


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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


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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


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Key Elements for Success

• Teacher sets tone of high expectations

• Ownership of the collaboration process between special and regular educators

• Individualized instruction • Support services (Speech

therapy, OT/PT, Adaptive Physical Education, communication technologies)

• 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


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Approaches to Education

• Specialized school• Specialized classroom within regular education school

– MISD utilizes a version of the Structured Teach Class• High degree of structure, high staff-to-student ratio, systematic use

of behavioral methods for instruction and management of behavior problems.

• Various teaching methods used with students with autism in a variety of settings– PECS (Picture Exchange Communication System)

• Partial or Full Inclusion– Utilizes Aides


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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


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Students with Autism in Special Education Settings

• Some students with more severe challenges require more structure

• High staff-to-student ratio

• Additional accommodations as needed– EBT (Education Based Therapy)

• The employment of an individualized behavioral program for life skills development


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How Students with Autism Learn

• Understanding the core deficits that define autism– Attention difficulties– Auditory processing impairments– Generalization of skills – Difficulties imitating behavior– Trouble with task/event sequencing– Transitions and time concepts


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Adaptations to make learning easier for students with autism• 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

– Examples of prompts


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Educational Outcomes

• Early intensive intervention and education has been empirically shown to greatly benefit students with autism.


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Additional Resources

• The Autism Society of America – 1-800-3-AUTISM – www.autism-society.org

• Autism Society of Collin County– http://autism-ascc.org/

• McKinney Memorial Library• Earl H. Slaughter Library (only MISD parents and

teachers may reserve autism materials)


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Books

• What’s Wrong with Timmy, by Maria Shriver, Warner Books/Little, Brown and Co.,2001

• Taking Autism to School, by Andreanna Edwards, JayJo Books, L.L.C.,2001


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Our Children’s Circlehttp://occ.deltos.com/

• Parent-led advocacy and support group located in McKinney, TX

• Serves families with children who have any Autism Spectrum Disorder

• Bi-monthly meetings include speaker programs and social activities. Outreach programs include scholarship fund drive and community awareness projects.

• Contact Anne Staton for more information:

– Home phone: (972) 529-3843

– [email protected]

Documents

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