-Classified as a person with an IQ score lower than 80
-A developmental disability that affects the normal functioning of the brain.
-Present from birth and effects how an individual learns.
-It is usually diagnosed by 3 years of age and continues throughout adulthood.
-Often have difficulty with communication skills, social skills, and reasoning.
-Symptoms of autism vary widely and may include: repetitive use of objects, inability to communicate clearly, resistance to changes in routine,and difficulty with social interaction
-Often have difficulty with communication skills, social skills, and reasoning.
-Symptoms of autism vary widely and may include: repetitive use of objects, inability to communicate clearly, resistance to changes in routine,and difficulty with social interaction
-Common characteristics include: lack of eye contact, social aloofness, difficulty expressing needs verbally, repetition of words or phrases, and responding differently to sensory input
-Behaviors change over time as the child develops and learns
-More likely to display mental retardation and epilespy
-Behaviors change over time as the child develops and learns
-More likely to display mental retardation and epilespy
-Often have extremely limited receptive and expressive language skills
-Often have limited grammar and an impulsive sensitivity to stimulus
-Often have a strong visual processing preference
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-Tend to lag behind in achievement for their age expectations
-Typically 3-4 years behind their peers without disabilities
-Manage between a 2nd-6th grade level of achievement upon completion of formal education
-Manage between a 2nd-6th grade level of achievement upon completion of formal education
-Are often physically below average in height, weight, and skeletal maturity
-Often may display coinciding physical problems •
-Can reach academic goals (may take them longer than other students)
•-Can acquire basic oral and written communication skills
•-Sometimes can be violent (sometimes for no apparent reason and can attack someone and then be passive again a few minutes later
•-Sometimes can be violent (sometimes for no apparent reason and can attack someone and then be passive again a few minutes later
•-Usually do not acquire the communication necessary for holding a conversation with strangers.
Classifications:
1. Educable (IQ 70-55)
2. Trainable (IQ 55-40)
3. Severe (IQ 40-25)
4. Profound (IQ below 25)
How You Can Help:
1. Provide early intervention support
2. Modify lessons
3. Speak with parents
4. Work with teacher aides
5. Use consistent routines
6. Provide frequent breaks
7. Provide bathroom breaks
8. Provide visual instructions, rules, and schedules
9. Allow free time after completing tasks
10. Show students to a pre-selected self-calming area, such as a chair in a quiet area or a 'sensory area' (place within the room) and provide stress release activities or items (ex: brushing, koosh balls, squeeze toys, weighted blankets, headphones, and music)
11. Give students a visual picture of appropriate behaviors to use when they become agitated or overwhelmed.
12. Highlight directions
13. Number the steps to complete harder tasks
14. Provide an example of the completed task to help students transition to and from a work assignment
15. Provide written rubrics or explanatory comments and rules with due dates clearly marked for each part of a multi-step or multi-part project or writing assignment
16. Help students design a color-coded system to keep track of due dates in their daily planner
17. Use special interests as motivators to help students engage in new and/or difficult material
18. Assign a peer buddy (provide peer buddies information about autism and ideas to use with students. Use several peer buddies within a class to avoid burnout)
19. Students with chronic disruptive behaviors should be provided with a functional behavior assessment (FBA) and/or behavior intervention plan (BIP) (School psychologists, special education teachers, school social workers can complete behavior assessments and help general education teachers develop behavior plans)
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•Book List:
Grade Level: Pre-k through third grade
Gist Of The Text: This book describes common characteristics of children with high-functioning autism. It illustrates some commonalities and differences of these children to "neuro-typical" children. It attempts to foster understanding and acceptance by peers. It also provides ideas for classroom integration of children with autism.
The Game Of My Life: A True Story Of Challenge, Triumph, And Growing Up Autistic By Jason "J-Mac" McElwain
Grade Level: Grades 7th and up
•Gist of text: This book describes the author’s autistic diagnosis, how he dealt with it, and playing basketball on his school’s team. The author recalls the one day he was able to play in a competitive basketball game.
The story allows readers to see that despite a disability, students with autism can succeed in athletics sometimes just as well as their able-bodied peers.
My Brother Is Autistic By: Jennifer Moore-Mallinos
Grade Level: Pre-k to Third Grade
Gist Of The Text: This book describes an autistic boy from the perspective of his older brother. He describes how his brother interacts with others. The story provides readers with various ways children with autism can be helped. The book also illustrates ways these children can better relate to other people within their community.
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The Autism Acceptance Book By: Ellen Sabin
This book provides activities that teaches children about autism and promotes acceptance of their peers who may have autism. It provides ways of being understanding of the differences seen in children with autism. It allows others to see the perspective of children with autism.
Ian's Walk: A Story About Autism By: Laurie Lears
Grade Level: Pre-K to Third Grade
Gist Of The Text: Two sisters take their younger autistic brother, Ian for a walk. The book shows their frustration and compassion for Ian. It also illustrates how siblings are affected by living with someone who is autistic and ways siblings can deal with another sibling who has autism.
My Brother Charlie By: Holly Robinson Peete
Grade Level: Pre-K to Third Grade
Gist Of The Text: This story is told from the perspective of a young girl who has a brother named Charlie with autism. It discusses her family's interactions with Charlie. This story illustrates a different culture's ability to interact with a person diagnosed with autism. This books promotes a sense of hope, tolerance, love, appreciation, and togetherness.
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Taking Autism To School By: Andreanna Edwards
Grade level: Pre-K to Third Grade.
This book empathize with students who have Autism. While reading this book aloud, other children can identify why a peer may be treated differently. Discussion could be had about what can be done to make these students feel a part of the community, The book concludes with a quiz at the end of the story to reinforce new information. It provides teachers with ten tips with additional facts and ideas for teacher use.
Grade Level: Fifth Grade and up
This movie is about autistic twin boys. It illustrates the hardships that they face in order to learn daily life skills, while trying to be accepted into society and by their peers. The movie also depicts the mother's persistence to ensure taht her boys are mainstreamed within the school community. It is a good movie to show because it demonstrates that despite deficits faced by children with autism, they can find success and happiness in life just like everybody else in the world.
Miracle Run The Movie:
Video Clips/Trailer:
Temple Grandin's Story (HBO Film Trailer)
Temple Grandin Documentaries
Autism Is A World documentary
This movie above describes the life of a woman with autism and her interactions with the community.
Interview:This is an interview with Jason "J-Mac" McElwain about his life with autism and becoming a basketball player.
Resources:
The guide above describes what autism is, characteristics, as well as how to plan supports, teach students with autism, manage challenging behaviors, transition, and develop IEPs
Setting Up Classroom Spaces That Support Students With Autism Spectrum Disorders By: Susan Kabot
Gist Of The Text: This book provides teachers with ideas as to how to help them set up their classroom at all grade level (ex: how to select the right furniture and materials to choose for various types of classrooms and how to arrange them in a way that creates an effective learning environment while reducing anxiety and preventing problem behaviors)
Article:
Lesson Ideas To Promote Autism Awareness:
-Raise awareness about diversity
-Provide accurate information about autism and autistic characterisitics
-Describe or illustrate how autism affects the student in his/her everyday life (keep the tone positive and include special skills or interests in relation to the student with autism)
-Describe events in school that may be particularly stressful for the student
-Provide peers with specific ideas about how they can best get to know the student with autism and how they can help the student throughout the day
-Allow time for open discussion or questions
-Use media and print resources or hands-on activities to illustrate the main features
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