autism
DEFINITION
Autism Spectrum Disorder(ASD) is a complex neurobiological condition that can affect the normal function of the nervous system. Most people with autism will have some degree of intellectual disability and can range from low to high functioning autism spectrum disorders. Due to the large spectrum of functioning ASD incorporates it is very important to get to know your student to learn where they land on the spectrum and be able to incorporate successful strategies in your classroom. Coding: 58 or 44 (if serious behaviour) |
CHARACTERISTICS/BEHAVIOURS
Social Skills: They may prefer to be alone and can come across as withdrawn by not reacting when spoken to and avoid making eye contact. They may also get easily overwhelmed by large groups of people and noise. Behaviour: May exhibit trouble staying still and can exhibit physical movements such as clapping or hitting themselves over and over again. May also build attachement to objects and use them in unconventional ways. In Low functioning ASD may not be able to talk at all or have very small vocabulary. *These are all characteristics of a child with autism but do not mean a child is autistic just because they may exhibit some of these above characteristics. If a Parent or Teacher notices a child exhibit many of these characteristics they should be taken to a professional to be diagnosed. |
TEACHING STRATEGIES
- SPELL Strategy Structure, helps lessen anxiety and stress within the classroom. Positive Attitudes to success and expectations that are achievable and realistic yet still supporting development. Empathy, also express understanding of the difficulties the person with autism struggles with daily. Low Arousal, creating an environment, which is free of too many distractions so they can learn. Links, also stay connected with parents, school, community, professionals, family and with the student. - Use visual aids in your instruction and throughout your classroom to provide structure and familiarity to the student so they do not get overwhelmed or anxious. - Have a routine for yourself that includes steps you must take before a lesson, during a lesson, and after lesson to note that all the needs of the student are met to allow them to be successful in your classroom. |
RESOURCES
Autism Canada. (2011). Autism Canada Foundation. Retrieved January 20, 2015, from http://autismcanada.org/aboutautism/index.html
Halsell, L. (2014). Autism Behaviors Observable by Age 2. Retrieved January 20, 2015, from http://integratedlistening.com/autism-behaviors-observable-children-age-two/
George, J. (2009). The Autism Handbook. British Columbia, Canada: #1 Book.
Walling, K. (2007). Education and Care for Adolescents and Adults with Autism. London: Sage Publications.
What are Autism Spectrum Disorders? (2014, January 1). Autism Society Alberta. Retrieved January 20, 2015, from http://www.autismsocietyalberta.org/about-autism
Autism Canada. (2011). Autism Canada Foundation. Retrieved January 20, 2015, from http://autismcanada.org/aboutautism/index.html
Halsell, L. (2014). Autism Behaviors Observable by Age 2. Retrieved January 20, 2015, from http://integratedlistening.com/autism-behaviors-observable-children-age-two/
George, J. (2009). The Autism Handbook. British Columbia, Canada: #1 Book.
Walling, K. (2007). Education and Care for Adolescents and Adults with Autism. London: Sage Publications.
What are Autism Spectrum Disorders? (2014, January 1). Autism Society Alberta. Retrieved January 20, 2015, from http://www.autismsocietyalberta.org/about-autism