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Autism

Autism.

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Autism

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  1. Autism “Autism is known as a complex developmental disability. Experts believe that Autism presents itself during the first three years of a person's life. The condition is the result of a neurological disorder that has an effect on normal brain function, affecting development of the person's communication and social interaction skills. People with autism have issues with non-verbal communication, a wide range of social interactions, and activities that include an element of play and/or banter.” (Nordqvist, n.d)

  2. How to recognise Autism According to the National Society for Autistic Children Definitionof the Syndrome of Autism some of the indicators of autism include; “(1) Disturbances in the rate of appearance of physical,social, and language skills. (2) Abnormal responses to sensations.Any one or a combination of sight, hearing, touch, pain, balance,smell, taste, and the way a child holds his or her body areaffected. (3) Speech and language are absent or delayed, whilespecific thinking capabilities may be present. Immature rhythmsof speech, limited understanding of ideas and the use of wordswithout attaching the usual meaning to them is common. (4) Abnormalways of relating to people, objects, and events. Typically,they do not respond appropriately to adults and other children.Objects and toys are not used as normally intended.” (Ritvo & Freeman, n.d)

  3. The whole family Autism doesn’t only affect the person diagnosed with autism, but can also effect the whole family.Often parents can feel personally responsible, and can be challenged by raising a child with autism without appropriate support available. The stress of this can impact on other family relationships and can result in family breakdown. The stress related from raising an autistic child can affect work performance, and even negatively impact finances of the family. An autistic sibling can also affect the other children in the family. Often siblings can become embarrassed of their autistic sibling, which in turn can lead to resentment. (Evans, n.d)

  4. What are some of the symptoms that you might find in your future classroom? Children with autism will have varying symptoms and degree of the severity of the symptoms in a variety of areas. These areas include; • Social Skills; this can mean they make very little eye contact, or can seem uneasy in social situations • Empathy; often people with autism find it hard to understand the feelings of others. • Physical contact; Often autistic children do not enjoy to be cuddled and touched like others. Often autistic children need to be “ready” or anticipate touching, before the touching actually occurs. • Loud noises, smells and lights; often autistic children become distressed or uncomfortable with sudden change in noise, smells and lights. • Speech; the higher the severity the more likely speech skill will be delayed. • Repetitive Behaviours; autistic people are most comfortable when they can anticipate what is going to happen. Therefore meaning the routine and predictably are essential for people with autism. • They develop differently; often those within the autism spectrum may have high cognitive skills and lacking social skills or language skills may develop rapidly, whilst motor skills do not. • Physical ticks and stimming; often people with autism may have physical ticks, which often are involuntary. (Nordqvist, n.d)

  5. Implications for teachers working with Autistic children The Classroom; Teachers will need to remember that they may have to take a different approach when teaching autistic children because Autistic children have ; • a lack of generalisation of learning; • lack of incidental learning; • the literalness of understanding; • difficulty in becoming involved in group activities including play and games; • possible reaction to overstimulation; (Conner, 1999)

  6. Strategies in the classroom • Routine is key! Building a structured and routine classroom is vital for those children who have autism. • Address the child individually • Use clear and unambiguous phrases/ words. Avoid using humour or irony. (This is because often children with autism take the literal meaning of words. • Provide warning of any change in routine or activity • Specific teaching of social rules/ skills, such as turn taking. • Practicing newly acquired skills in several settings to foster generalisation. • Try to link work with the child’s interests • Minimise distractions when focus is required, you may like to provide an individual work area. • Specific teaching of common similes and metaphors to help reduce the literal meaning of words. (Conner, 1999)

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