Autism
Overview
Autism Spectrum Disorder (ASD) is a “broad range of conditions characterized by challenges with social skills, repetitive behaviours, speech and nonverbal communication” (Autism Speaks, 2018). ASD cannot be cured. However, with early intervention and good educational programs, autistic children can make significant progress, and many can become fully independent adults (Effective Educational Practices, 2007). DSM-5 consolidated several other disorders under ASD - Asperger syndrome, Autistic disorder, and Pervasive Developmental Disorder - Not otherwise specified. Despite the wide spectrum of this disorder, each child has unique strengths and challenges (Effective Educational Practices, 2007).
Autism Spectrum Disorder (ASD) is a “broad range of conditions characterized by challenges with social skills, repetitive behaviours, speech and nonverbal communication” (Autism Speaks, 2018). ASD cannot be cured. However, with early intervention and good educational programs, autistic children can make significant progress, and many can become fully independent adults (Effective Educational Practices, 2007). DSM-5 consolidated several other disorders under ASD - Asperger syndrome, Autistic disorder, and Pervasive Developmental Disorder - Not otherwise specified. Despite the wide spectrum of this disorder, each child has unique strengths and challenges (Effective Educational Practices, 2007).
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Key Concepts
Severity and Independence
The Diagnosis and Statistic Manual of Mental Disorders (DSM-5) categorizes the severity of Autism Spectrum Disorder (ASD) in 3 levels. At level 1, a person requires support, but a child diagnosed at this level will be able to live independently as adults. Level 2 states that the person requires substantial support, and a child at this level may not be able to live independently as adults. Lastly, level 3 states that the person requires very substantial support. If a child is diagnosed at this level, they will likely be unable to live independently as an adult.
ASD is a collection of difficulties that a person may have. There are four main categories of challenges that autistic people generally face:
Social Skills
Children with ASD experience difficulty with their social skills. They struggle to analyse and respond to social cues and situations. It is common that they will miss metaphors, idioms, and sarcasm in conversation. They tend to distance themselves in response to these social situations, sometimes choosing unusual behaviours as a result. Lastly, children with autism participate in forms of play which somewhat lack the imaginative qualities of social play seen in other children their age (Effective Educational Practices, 2007).
Communication Skills
A child with ASD will also experience difficulty with both their verbal and non-verbal communication skills. When speaking, they may have repetitive speech (including repeating others) and/or use unusual language. The social use of gestures, pictures, eye contact and facial expressions may also present difficulty for autistic children (Effective Educational Practices, 2007).
Behaviour
Autistic children tend to be very preoccupied or obsessed with specific themes or objects. They can also be fixated on patterning and routines, which can lead to serious mood issues when the routine is disrupted. This can, for example, lead to trouble in the classroom with transitions. Children with ASD may also have unusual responses to certain sensory stimuli (such as loud noises, bright lights, certain smells and/or certain tastes). Some children will also engage in unusual (though benign) behaviours such as rocking, spinning or hand flapping (Effective Educational Practices, 2007).
Severity and Independence
The Diagnosis and Statistic Manual of Mental Disorders (DSM-5) categorizes the severity of Autism Spectrum Disorder (ASD) in 3 levels. At level 1, a person requires support, but a child diagnosed at this level will be able to live independently as adults. Level 2 states that the person requires substantial support, and a child at this level may not be able to live independently as adults. Lastly, level 3 states that the person requires very substantial support. If a child is diagnosed at this level, they will likely be unable to live independently as an adult.
ASD is a collection of difficulties that a person may have. There are four main categories of challenges that autistic people generally face:
Social Skills
Children with ASD experience difficulty with their social skills. They struggle to analyse and respond to social cues and situations. It is common that they will miss metaphors, idioms, and sarcasm in conversation. They tend to distance themselves in response to these social situations, sometimes choosing unusual behaviours as a result. Lastly, children with autism participate in forms of play which somewhat lack the imaginative qualities of social play seen in other children their age (Effective Educational Practices, 2007).
Communication Skills
A child with ASD will also experience difficulty with both their verbal and non-verbal communication skills. When speaking, they may have repetitive speech (including repeating others) and/or use unusual language. The social use of gestures, pictures, eye contact and facial expressions may also present difficulty for autistic children (Effective Educational Practices, 2007).
Behaviour
Autistic children tend to be very preoccupied or obsessed with specific themes or objects. They can also be fixated on patterning and routines, which can lead to serious mood issues when the routine is disrupted. This can, for example, lead to trouble in the classroom with transitions. Children with ASD may also have unusual responses to certain sensory stimuli (such as loud noises, bright lights, certain smells and/or certain tastes). Some children will also engage in unusual (though benign) behaviours such as rocking, spinning or hand flapping (Effective Educational Practices, 2007).
Practical Suggestions for Educators
Parental Input
Teachers should discuss the child's condition with the parents early on in the semester. Parents will be able to provide educators with important information regarding their child - likes, dislikes, and sensitivites, for example. They may include a child’s preferred method of communication (verbal or non-verbal), if they have any triggers, if the child requires any assistive devices and if there are any specific methods to help calm them in case of incidents. (This could, for example, help prevent an episode when it comes to transitions). Parents will also want to participate in the decisions of what types of support their child will get throughout the school year. Working with the parents allows you to reinforce the same skills and concepts, both at home and in the school environment. (Effective Educational Practices, 2007).
Daily Journal
Teachers may work with students to fill daily journal. Documenting daily interaction with peers is useful. It provides the student with a sense of responsibility. In addition, it acts as a resource for their parents to assess any unusual behavior, and to keep track of important upcoming dates/events. Students could also use it to write down thoughts they need to get out but cannot say in the classroom. lastly, teachers should always note positive progress (including new skills) that the student student might have demonstrated during the day (Effective Educational Practices, 2007).
IEPs
All children with ASD should have some sort of IEP in place, or should be involved in the student support centre at their school. Some supports that a student support centre (or IEP) may provide are assistive devices, alternative methods for assessment, and division of an assignment into several "chunks" (Effective Educational Practices, 2007).
Parental Input
Teachers should discuss the child's condition with the parents early on in the semester. Parents will be able to provide educators with important information regarding their child - likes, dislikes, and sensitivites, for example. They may include a child’s preferred method of communication (verbal or non-verbal), if they have any triggers, if the child requires any assistive devices and if there are any specific methods to help calm them in case of incidents. (This could, for example, help prevent an episode when it comes to transitions). Parents will also want to participate in the decisions of what types of support their child will get throughout the school year. Working with the parents allows you to reinforce the same skills and concepts, both at home and in the school environment. (Effective Educational Practices, 2007).
Daily Journal
Teachers may work with students to fill daily journal. Documenting daily interaction with peers is useful. It provides the student with a sense of responsibility. In addition, it acts as a resource for their parents to assess any unusual behavior, and to keep track of important upcoming dates/events. Students could also use it to write down thoughts they need to get out but cannot say in the classroom. lastly, teachers should always note positive progress (including new skills) that the student student might have demonstrated during the day (Effective Educational Practices, 2007).
IEPs
All children with ASD should have some sort of IEP in place, or should be involved in the student support centre at their school. Some supports that a student support centre (or IEP) may provide are assistive devices, alternative methods for assessment, and division of an assignment into several "chunks" (Effective Educational Practices, 2007).
Additional Resources
National Autistic Society
Citations
Autism Canada. (2018, August 24). DIAGNOSTIC CRITERIA - DSM-5. Retrieved from https://autismcanada.org/about-autism/diagnosis/diagnostic-criteria-dsm-5/
Autism Speaks. (2018). What Is Autism? Retrieved from https://www.autismspeaks.org/what-autism
The Ministry of Education. (2007). EFFECTIVE EDUCATIONAL PRACTICES FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS: A RESOURCE GUIDE. Retrieved from http://www.edu.gov.on.ca/eng/general/elemsec/speced/autismSpecDis.pdf
National Autistic Society
- Well-regarded UK organization. Their website includes resources for educators and parents.
- Amythest Schaber is an autism activist who herself has ASD.
Citations
Autism Canada. (2018, August 24). DIAGNOSTIC CRITERIA - DSM-5. Retrieved from https://autismcanada.org/about-autism/diagnosis/diagnostic-criteria-dsm-5/
Autism Speaks. (2018). What Is Autism? Retrieved from https://www.autismspeaks.org/what-autism
The Ministry of Education. (2007). EFFECTIVE EDUCATIONAL PRACTICES FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS: A RESOURCE GUIDE. Retrieved from http://www.edu.gov.on.ca/eng/general/elemsec/speced/autismSpecDis.pdf