Just because I am a child who has Autism does not mean that I am or we are the same……….

1. Just because I am a child who has Autism does not mean that I am or we are the same………. Autism is a developmental disability that affects a person’s ability to interact socially The puzzle piece represents this disorder which can be puzzling. Picture retrieved from website http://images.google.com.au/imgres?imgurl=http://www.nichd.nih.gov/research/supported/images/autism_2.gif&im 13/04/10

2. Key characteristics: Social/behavioural • Most children that have autism show an inability to interact with peers, or possibly a lack of desire to interact. • Possible signs thatmay be apparent:- • lack of empathy (ego –centric) • Inability to read social cues (facial expression. Eye gaze and gesture ) • Difficulty in coping with change • sensory overload overstimulation from environment • out burst aggression, crying, head banging, squealing • repetitive behaviours interests, mimics speech , routines • May be hyperactive • Difficulties with organisation • They can be a victim of bullying which may lead to a role reversal

3. Key Characteristics: Communication • Some characteristics that may be evident for a person with autism:- • formal pedantic use may be seen • tone of voice • difficulties understanding verbal and non verbal communications pragmatics • expressive language difficulties • echolalia repetitive language or sounds • lack of eye contact • conversation avoidance due to a lack of interest • delayed speech/ no speech which can result in monotonous non expressive form • unusual intonation, volume, rhythm and rates • unusual language use invented words or phrases • difficulty understanding or following instructions • literal thinkers abstract conceptsconcrete

4. Key Characteristics: Sensory • Most people that have autism may show signs of the following: • hypersensitivity over sensitive and overly stimulated by the environment • Hyposensitivity dampen/weakened response to senses • sensory overload processing difficulties , focussing on more than one channel of sensation • may seek sensory stimulation biting, sucking, deep pressure or vibrating devices • afraid of certain foods 

5. Key Characteristics: Physical • Some people with autism may show the following signs: • clumsy body movements • hand flapping • body gaitnoticable when they run • balancing difficulties • preoccupation with hands • will not attempt to offer help when you pick them up body weight resistance • lack of muscle tone and coordination • overactivity or underactivity • uneven gross-fine motor skills • repetitive movements • self injury hand biting sensory stimulation

6. Key Characteristics: cognitive/intellectual • Most people with autism may show signs of the following: • intellectual/ impairment difficulties • affect their thinking and imagination skills • visual learners • Drawing, maths and music some • rote memory skills • deficit in abstract thinking, symbolism, understanding others mental states • processing difficulties • poor attention skills

7. Key Characteristics: Literacy/numeracy • Some people with autism may show the following: characteristics: • rearrange words into alphabetical order • comprehension difficulties • lack of imagination • have trouble distinguishing between fact/fiction

8. Teaching/management strategies • Visual strategies and resources • Timetable/routine • Noise meter • Class rules • PECS: Pictures used to communicate • Task cards • Timer/clock Retrieved from website http://images.google.com.au/imgres?imgurl=http://www.blacktelephone.com/wpcontent/uploads/2008/03/pecsbook1.jpg&imgrefurl=ht 13/04/10

9. Time out/quiet area • Sensory box • Box of common interests • Teacher incorporates student interests in learning. • Classroom seating arrangement • ILP – Individual learning program • Social stories • Consistent classroom routine • Limiting distractions • Being sensitive to sensory issues – limit classroom noise and distractions

10. Teaching/management strategies • Checklists –help with organisation • Rules – make sure students know them well – role play • Teaching Social Skills explicitly • Relaxation techniques – breathing, stress balls. • Computers • Noise control • Breakdown tasks – make them more easily achievable.

11. Useful resources/websites • http://www.angelfire.com/pa5/as/asteachersites.html • Autism Association of Western Australia – 10 steps to a successful classroom • http://www.autism.org.au/10%20steps%20to%20A%20SUCCESSFUL%20CLASSROOM.htm • ASPECT. • http://www.autismspectrum.org.au/a2i1i1l445l487/welcome.htm

12. References Apect Australia (2002) Thinking and Learning In Autism. Forestville, NSW. Retrieved 8/03/10 from website www.aspect.org.au Barbera M (2007) The Verbal Approach: How to teach children with autism and related disorders. Jessica Kingsley Publishers. London, UK Dodd S. (2005) Understanding Autism: Elsevier Australia, Marrickville, NSW. Larkey S & Tullemans (2005) Teacher Assistants Big Red Book of Ideas for Supporting Students with ASD (Autism/ Asperger). Redcliffe, Queensland. O’Reiley, B. & Smith, S. (2008). Australian Autism Handbook. Edgecliff: Jane Curry Publishing. Pierotti A; Diehl S; Wegner J & Rubin E (2010) Children with Autism Spectrum Disorders: Three case studies.Proquest Nursing & Allied Health Source; pg 14 Volkmar Fred, R & Wiesner Lisa, A. (2009).A Practical Guide to Autism: What every parent, family member, teacher needs to know: Jessica Kingsley Publishers, London, UK. Westwood P (2009) What Teachers Need to Know About Students with Disabilities. Acer Press: Camberwell, Victoria Worth S. (2005) Autistic Spectrum Disorders Continium International Publishing Group: London.