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What do we know about Autism?...
- The name is derived from the Greek word "autos" or self
- The term "autism spectrum" refers to a range of neurological and behavioral communication differences.
- that “there’s considerable disagreement in the field about terminology, labeling, and the nature of life on the spectrum” (Kluth and Shouse, 2009, p. 2)
- In 1943 and 1944, Leo Kranner (U.S.) & Hans Asperger respectively and separately referred to individuals demonstrating a specific set of communication characteristics as "autistic."
- Autism was described as “childhood schizophrenia,” throughout the 1960s.
- In the 1970s that perspective began to change, and as the New England Journal of Medicine reported, “brought understanding that autism stemmed from biological differences in brain development.”
- This change is a turning point in how, the DSM (aka the psychiatry bible), decides to define autism. In the 1980s it is no longer coupled with schizophrenia.
- In 2007, 1 in 150 eight-year-old children in the U.S. was said to be on the autism spectrum.
- No medical assessments can diagnose autism- only interviews, observations and checklists.
- There is no one set of traits or conditions that all individuals with autism have. Each individual has their own abilities, challenges, and needs.
- CAUSE UNKNOWN
Some information adapted from: Kluth, P., & Shouse, J. (2009). The autism checklist: A practical reference for parents and teachers. San Francisco, CA: Jossey-Bass.
What are some conditions and traits associated with Autism…
The following conditions are commonly associated with autism. Not every individual who has Autism will display these conditions, and those who do have these conditions, can display them to different degrees.
The following conditions are commonly associated with autism. Not every individual who has Autism will display these conditions, and those who do have these conditions, can display them to different degrees.
- Anxiety
- Depression
- Obsessive-compulsive disorder
- Phobias
- Seizures and epilepsy
- Tourette Syndrome
Examples adapted from: Kluth, P., & Shouse, J. (2009). The autism checklist: A practical reference for parents and teachers. San Francisco, CA: Jossey-Bass.
What are some of the needs and expectations of students who have Autism?...
- Inclusive school and classrooms that will help the student excel and feel comfortable in their environment
- Support and understanding from the school and the community in which the individual lives in order to have smooth transitions as well as to optimize learning
- Clear communication between the student, teachers, family, etc.
- Consistent routines
- Organized classrooms and schedules
- Opportunities for control (can choose an assignment, modality, etc.)
- See the individual as an expert and not just a student; ask them questions in which they are experts on their own lives
- Focus on strengths and positive reinforcement throughout the school days
- Listen to your students as they can teach you just like you will teach them
Some information adapted from: Kluth, P., & Shouse, J. (2009). The autism checklist: A practical reference for parents and teachers. San Francisco, CA: Jossey-Bass.
The essence of neurodiversity, or neurological diversity, is the idea that the paradigm of acceptance extended towards racial, religious, and other similar differences should apply to neurology as well” (Broderick, 2010, p. 249).
Source: Adapted from Broderick, 2010
Autism as defined by the NYC Continuum of Services
"A student with a developmental disability, significantly affecting verbal and nonverbal communication and social interaction that adversely affects educational performance.
Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines and unusual responses to sensory experiences.
The term does not apply if a student's educational performance is adversely affected primarily because the student has an emotional disturbance. A student who manifests the characteristics of autism after age 3 could be diagnosed as having autism if the above criteria are otherwise satisfied."
"A student with a developmental disability, significantly affecting verbal and nonverbal communication and social interaction that adversely affects educational performance.
Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines and unusual responses to sensory experiences.
The term does not apply if a student's educational performance is adversely affected primarily because the student has an emotional disturbance. A student who manifests the characteristics of autism after age 3 could be diagnosed as having autism if the above criteria are otherwise satisfied."