Exceptionality: Autism

Exceptionality: Autism
Category: Communication

Full Description:

The Teaching Students with Autism Resource Guide from the British Columbia Ministry of Education defines Autism as “a life-long developmental disability that prevents people from understanding what they see, hear, and otherwise sense” (British Columbia P. 3). It is a “complex neurological disorder that affects the functioning of the brain” (British Columbia p. 3). This disorder impairs social interaction and communication because they do not understand the subtleties of communication such as body language and facial expressions. Autism is also characterized by “restricted, repetitive, and stereotypic patterns of behaviour, interests, and activities” (British Columbia p. 3).

Autism occurs in about 10 in every 10,000 births and is three to four times more likely to be found in males.

Symptoms:

There are two categories of symptoms for autism. Those associated with autistic people classified as high-functioning and those classified as low-functioning.

There is a range of symptoms between these two classifications. The Teaching Students with Autism guide defines several of these. High-functioning people with autism might have normal levels of intelligence, while most have some level of intellectual disability. Up to 50% of people with autism do not develop functional speech; those who do often have unusual qualities in their speech and limited communicative functions. One thing common to both levels of functioning is the difficulties with social interaction and behaviour, although the extent of which varies. Some will be overly active and “in-your-face” while others will be withdrawn. Sensory stimuli and change in routine can bother people with autism and they might react in odd ways such as hand flapping, spinning, or rocking.

Needs of Student:

Children with autism need assistance in developing strategies for communicating and social interaction. They need consistent routines and to be told ahead of time if the routine is going to change so they have time to cope with things being “out of the norm.” They need social interaction and time to practice their skills. They may also need behavioural training.

A calm environment devoid of things that will over stimulate them will help to keep their anxiety low, which can help control their behaviour. Also, they need the people around them to be made aware of their difficulty with communication so that misinterpretations do not occur.

Educational Strategies:

Use Visual Aids -
“The most strongly recommended approach for teaching students with autism is to use visual aids” (British Columbia p.27). Visual aids match the learning style of students with autism, which is that they learn through concrete ideas and not abstract thought, and visual aids are good because they are not transient like oral communication; they can look at it as long as they want in order to be able to learn.

Use Meaningful Reinforcements -
“Students with autism may not be motivated by common reinforcers that work with other students. They might prefer some time spent alone, time to talk to a preferred staff member, a trip to the cafeteria, an exercise routine (such as going for a walk), time to play with a desired object, music, playing in water, getting to perform a favourite routine, items that provide specific sensory stimulation, or sitting at the window” (British Columbia p.29)

Give plenty of praise. Directing the praise to specific tasks, rather than general work, is better because it can help them learn that particular activity. (British Columbia p.29)

Give tasks that are of the appropriate difficulty. Tasks that are too difficult will turn the student off of work because they will feel frustrated and anxious.

Accommodations:

Instructional

More Frequent Breaks
Partnering
Non-verbal signals
Manipulatives
Reduced/uncluttered format
Colour cues
Concrete hands on material
Reinforcement incentives

Environmental

High structure
Alternative settings
Quiet settings
Minimizing of background noise
Alternative work space
Peer buddy

Assessment

Extra time for processing
Extended time limits
Reduction in the number of tasks used to assess a skill
Reduction in marking scheme concentrated on one area of performance
Repetition of material

Assistive Technologies:

According to AutismCoach.com, some useful assistive technologies for Aspergers Syndrome and Autism are:

* Flat panel computer monitors – traditional monitors flicker, and some kids are sensitive to this
* Trackball – more accurate movement of cursor and easier to use left and right buttons
* Switches – a big button that can be set to act as any traditional input device such as: mouse right-click, mouse left-click, double-click, spacebar, return, etcetera. It is good because it is large and easier to use than the traditional input devices
* Touch Screens – It is more intuitive than using more traditional devices such as mouse and keyboard and therefore easier to use.

Specialed.us gives us more assistive technology ideas:

*Video taping class – this can be used to teach language comprehension skills, social skills (when they watch what they did on the playback), expressive language skills, emotions, and for academics
*Intellikeys – an alternative keyboard that has various overlays so that the child can see a images and symbols that are more intuitive to them. Examples of overlays for this keyboard are: the alphabet, numbers, mouse direction, and a single-switch

Resources Used:

Teaching Students with Autism: A resource guide for schools
British Columbia: Ministry of Education Special Programs Branch 2000
www.bced.gov.bc.ca/specialed/docs/autism.pdf

Specialed.us
http://www.specialed.us/autism/assist/asst16.htm

AustismCoach.com
http://www.autismcoach.com/Assistsive%20Technology%20Overview.htm