Autism (Education)

The field of autism interventions, as well as advice given to parents on educating children with autism spectrum disorders, is characterized by competing claims and controversy. This article compares two events targeted at parents, both of which were staged on the same weekend in Sydney, Australia, in 2007. One centered on applied behavioral analysis, holding out the promise of potential normalization for children with autism and their families. The other, mobilizing civil rights rhetoric, pushed for the full educational inclusion of all children with disabilities. This article investigates the assumptions underlying these varied positions and assesses some of the ways in which parents, especially mothers, make sense of and situationally negotiate these often emotionally charged claims and counter-claims.

El objetivo de este artículo es proveer un análisis sistemático de estudios que indagan sobre las herramientas TIC para niños con Trastorno de Espectro Autista (TEA). Las herramientas descritas están categorizadas en herramientas de evaluación y herramientas de intervención, su funcionalidad y cómo contribuyen a esta área. Por una parte, muchas de las herramientas se utilizan para diagnosticar TEA y, por otra, algunas herramientas juegan un rol fundamental, contribuyendo a mejorar las habilidades cognitivas y sociales del niño con TEA. A través de la revisión de estos estudios, se pretende analizar cómo estas herramientas pueden actuar en el campo educativo para enfrentar las necesidades existentes en la educación en Chile.


The aim of this report is to provide systematic analysis of studies investigating ICT tools for children with Autistic Spectrum Disorders. They are categorized into ICT assessment tools and ICT intervention tools. The review outlines the origin of each tool; their functionality by describing certain technological features they possess, and how they contribute to this field. On one hand, many ICT tools contribute in the diagnosis of ASD; on the other hand, ICT intervention tools play an important role, trying to enhance both cognitive and social abilities of the ASD child. Through the review of these articles, we try to analyze in depth how far they have come in addressing what has turned out to be a need in education in Chile.

The Collaborative Model for Promoting Competence and Success (COMPASS) is an evidence-based, student-centered consultation and coaching intervention developed specifically for students with ASD.

What is COMPASS? It starts with parent-teacher consultation with a COMPASS trained consultant resulting in individualized goals and teaching plans using an Evidence Based Practice in Psychology (EBPP) framework. After the consultation, teachers receive evidence-based coaching with performance feedback and progress monitoring towards IEP progress.

What are the theoretical frameworks that inform COMPASS? COMPASS is an implementation strategy influenced by the framework  of Dunst, Trivette, and Raab (2013) (Figure 3) that considers the relationships between what the COMPASS consultant does (implementation practice) to impact what the teacher does (intervention practice) to improve child educational outcomes (practice outcomes).

What has the previous research on COMPASS found? Three previous randomized controlled trials found that COMPASS results in better IEP quality and goal attainment progress over the course of an academic year compared to control groups.

What is this study about? All previous studies have been delivered by the original developers. This study sought to train local, school-based consultants to implement COMPASS with high fidelity and satisfaction.

A new early intervention strategy created by a mum from Wollongong is helping parents of kids with learning difficulties give their children a better future
Everyone knows that early intervention is a key strategy for securing the best possible outcomes for a child with autism. What’s less clear is exactly what that intervention should involve and who is best equipped to provide it. In the chaos that follows a diagnosis the rush to provide effective early intervention can seem like yet another pressure on already overloaded parents............

l  volume,  frutto  di  una  ricerca  finanziata  dal  Ministero  dell’Istruzione,  dell’Università  e  della  Ricerca, si inserisce nel dibattito conseguente a quella che è stata definita la ‘terza rivoluzione’ nella  storia  dell’autismo,  ossia  il  momento  in  cui,  prendendo  coscienza  del  fatto  che  si  tratta  di  una condizione che perdura nell’età adulta, ci si interroga sulle strategie da adottare per una piena inclusione delle persone con disturbo dello spettro autistico nella società. Intrecciando riflessioni teoriche con la presentazione di tre casi, il volume illustra un modello di intervento interdisciplinare (basato su competenze neuropsichiatriche, psicologiche, pedagogiche e  bio-ingegneristiche),  che  permetta  di  accompagnare  gli  studenti  con  disturbi  dello  spettro  autistico  nel  passaggio  dalla  scuola  all’università  e  consenta  loro  una  partecipazione  attiva  alla  vita universitaria.

(PDF) Autismo e Università a cura di. Available from: https://www.researchgate.net/publication/337844545_Autismo_e_Universita_a_cura_di [accessed Dec 09 2019].

Mobile devices such as tablets are increasingly used in primary schools with reported benefits in communication, independent learning and creativity. Children with autism spectrum disorder have an affinity with tablets, which is recognised by the autism research community with many studies gradually emerging in this field. This qualitative study aims to explore primary school teachers' experiences of developing joint attention skills in children with autism using strategies and iPads. Joint attention (JA) can be defined as the act of sharing, sustaining and shifting attention between two social partners and an object, activity or another person. It is an essential life skill which can indicate the later development of social communication, language acquisition and behaviour. It is usually absent or impaired in children with autism, which means that they often find it difficult to share attention with an adult or peer about a toy by following gaze, pointing and alternating gaze, but also showing interest to the other person. Joint attention difficulties can also be a prognostic indicator of autism. Research on the use of tablets to develop skills in autism is limited. In order to understand current practice, semi structured interviews with 16 school staff members and non-obtrusive observations of 12 pupils interacting with the teacher using iPads were held in three UK schools (one mainstream and two special needs). All teachers used teaching strategies to promote joint attention on a daily basis, a few used targeted interventions for joint attention and even less used iPads in general in their classroom. Participants expressed different opinions about the effectiveness of teaching strategies and iPad use in developing joint attention skills since it relied on their ability to implement them appropriately and their knowledge of each child. The observations showed that teachers used a variety of evidence-based strategies to engage their pupils with autism in joint attention opportunities but that there was little use of iPads. The iPad was mainly used as a reward, a motivator to direct and sustain pupils' attention, to practice turn-taking and waiting skills and to teach the curriculum. The research points to the need to provide schools with guidance on how to use tablets to teach joint attention skills and that teachers would welcome opportunities to share knowledge with colleagues and parents so that they can work together.

Our musical instruments should be reconsidered in various sizes, for various purposes and being reexamined their effect and capabilities. The original instruments are already exceptional, colourful and they are suitable to be used for duo, trio, quarted chamber music teams (İlerici, 1964). It is seen that Autism spectrum disorders children are innate gifted in music. As they cannot communicate with the outside world and the social environment, they live in a withdrawn world. They should be ensured to interact with music starting from of pre-school ages. Considering the place, these children live and their socio-cultural environment, a different kind of style of musical therapy should be chosen for every children. The therapist is the half of the treating with music, and the other half is the child who is going to be treated. Children teach the therapist the style of the treatment. In other words, they are the teacher of the therapist, because these children lead the way through their interactive behavior, body language and sensory organs.

The pandemic has resulted in an inordinate amount of stress on everyone across the globe and particularly on children with Autism.

Children in India have been in home isolation and lockdown for over 15 months. They have had no access to their schools, play areas, public spaces, or outings. Children with Autism have been affected significantly as they are unable to access therapy centers and schools. Families were also under significant amounts of pressure of multiple kinds, adding to the complexity of the situation.

A review of the literature that was emerging during this time
highlighted the challenges that were being faced on the Autism community; however, there was very little being highlighted in terms of changing practices to suit the current need or any information on how interventions were being provided during the pandemic.

This paper outlines measures taken to provide ongoing interventions through an online platform for children with Autism between the ages of 2.5 and 9 years. It documents the need for improvisations made to traditional interdisciplinary models so that they can be effectively adapted to an online platform. It also highlights the advantages that these adaptions can have in the long term, as well as this being an additional way of providing services for children with Autism.





the interdisciplinary knowledge and insights we have gained with parent
communities and clinicians who work with young children with ASD (Age- 2.5 to 9 years)
with the hope that during the pandemic, clinicians and families will consider alternatives to
face-to-face therapies and will consider online interventions as an effective way of
intervention implementation.

With more and more families presenting with two or more children with autism, this revolutionary treatment method in autism is transforming the lives of these autistic children and their families. Not only that, this approach is healing the lives of the entire family, thus being the FIRST, scientifically proven healing approach in autism that is truly (W) Holistic in every sense of the term. This is a win-win situation for all, as one can see the RESULTS of this path-breaking treatment in autism, right from Day ONE. The Problem While it is known that there is a " risk " of another child with autism being born in a family where the parents already have one child with autism, the actual statistics for the same is lacking. This article is inspired by my experience in healing children with autism in families with more than one child with autism. Autism Treatment Approach The healing method that was applied was Intent Healing™ that is based on Applied Energy Medicine and Applied Intentional Epigenetics. One can know more details about the same by perusing these articles on the scientific basis of the same and the case reports of successfully healed cases here: http://www.intenthealing.com/blog/ and in this online course on 'The Energy Basis of Autism and the Solution' , where the Testimonials and the Evidence of successfully healed cases of Autism, in line with EBM (Evidence Based Medicine) applying Intent Healing™ is available here: http://authenticautismsolutions.usefedora.com The treatment method applied was as follows: 1. Energy assessments of both parents and the autistic children: The energy patterns of the parents and the children were assessed over two days and two nights and the reports shared with the parents. This helps in understanding the underlying specific causes for the symptoms of autism seen in each child with autism, which was unique to each child. 2. Individual healing sessions with each parent: These sessions were done over skype and as Remote Healing sessions timed according to the time zones where the parents lived. Intent Healing™ energies were channeled in the sessions and the individual parents' energies were realigned first. 3. Individual sessions for each child: These sessions were done as Remote Healing sessions while each child was sleeping in bed at different times of the night. In some cases the sessions were done for one child and once the symptoms disappeared in that child the ISSN 2379-7150 sessions were done for the other child who had autism and then the third child after that. In some cases with two children with autism the sessions were done on the same day at different timings and improvements in the symptoms in both the children with each session were noted and documented till complete disappearance of all the symptoms was achieved. Results 1. In all the cases improvements of the symptoms in the children were seen right from the very FIRST session. 2. With consecutive sessions, PROGRESSIVE improvements in the symptoms were seen and documented in both the children with autism in the cases where the families had two children with autism and those families with more than two children with autism, the improvements were seen in ALL the autistic children. 3. In ALL the cases of families with two or more than two children with autism, 70-80% of the limiting symptoms of autism in each child disappeared over a span of 20-30 days were the sessions were done on consecutive days with no break in between. In families where the sessions were done for each child one after the other (doing the sessions for one child only first till the symptoms disappeared and then moving on to the next child and so on), the time period for recovery was correspondingly longer due to the logistics involved. 4. The ENTIRE FAMILY including the parents got healed in the process. By this I mean the physical well-being of the parents improved and they had more energy to devote to their individual creative pursuits and careers and were able to see progress in ALL aspects of their lives individually, as well as collectively, as a family.

Publikace se zabývá problematikou výchovy a vzdělávání dětí/žáků s poruchou autistického spektra. Zaměřuje se na charakteristiku projevů poruch autistického spektra, etiologii, klasifikaci jednotlivých poruch a jejich komplexní diagnostiku. Analyzuje speciální pedagogickou intervenci u dětí s PAS v mateřské škole, základní škole a základní škole speciální se zaměřením na metodu strukturovaného učení, jako základu pro výchovně vzdělávací proces základního vzdělávání ve vzdělávacích zařízeních v Moravskoslezském kraji. Dále vyhodnocuje edukační proces, metodické postupy ve výuce čtení, psaní, matematiky a speciální pedagogickou intervenci u žáků s poruchou autistického spektra v základní škole speciální v kontextu rozvoje klíčových kompetencí.

This article argues that Canada fails to meet its obligation under article 24 of the United Nations Convention on the Rights of Persons with Disabilities to provide students with autism with access to inclusive education. Moving beyond Canadian legislation, under which every province and territory recognises the right of all students to an inclusive education, it analyses Canada’s education system and the implementation of the goal of inclusive education. It points out the effect of five interrelated factors on the inclusiveness of the Canadian education system and its accessibility for students with autism: reductions in funding for education; the inadequacy of individual support measures and parent participation; the lack of education and training for teachers; the use of language indicative of the medical model of disability by governments; and "voluntary segregation" – the voluntary removal of children from the public education system by their parents. It concludes that Canada likely does not meet its obligations under the United Nations Convention on the Rights of Persons with Disabilities.

This Report is the first research on autism in Aboriginal and Torres Strait Islander communities.As such, it provides a vital starting point for
understanding the needs of Aboriginal and Torres Strait Islander autistic children and those who care for them.We conducted the research by listening directly to the first-hand experiences of 12 Aboriginal and Torres Strait Islander families with a child on the autism spectrum, that have
previously not been heard in autism research and, critically, identify key areas for future investigation. Our participants, from diverse parts of Australia, told us that they were deeply dissatisfied with the state of autism-related services in their communities.

Ravi is twelve years old. He grew up in the outskirts of Port-of-Spain. When he was three years old his parents tried to enrol him in a pre-school. They tried six different schools but were turned down because he could not communicate verbally and is not fully potty-trained. They did not make any attempts to get him into a primary school, partly because they knew he would not be accepted, and partly because they knew that he would not be able to survive on his own in that setting. Eventually his parents found a private school which specialised in Autism and for the past three years he has shown immense progress in speech and general development.

For two years I have been researching how neurodiverse (ASD, ADHD, gifted, etc.) people are like ancient hunter-gatherers. It hasn't been an easy enterprise, as the only work that has ever pointed to an origin of neurodiverse minds in ancient hunter-gatherer minds has been Thom Hartmann's "Hunter-Hypothesis" of ADHD. Personally, I am somewhat in between neurotypical and neurodiverse, testing around 50% on online autism tests and 75% on ADHD tests. Like most neurodiverse people I have always had a hard time fitting in and I have a gifted son who learned to read by age two (hyperlexia) and who gets similar test results as I do. I generally do include the gifted label in my use of the word "neurodiverse", to make it clear that not only people who are considered "having disabilities" belong to this group. Here is a preliminary list: Cognitive • Distractibility and hyperfocus • Field-independent learners • Pattern-recognizers • Wider field of vision Social: • Less politeness/socially awkward (learn few social rules) • Egalitarian • Distrust of authoritarian behaviour • High sense of justice • Support the underdog • Exceptional honesty • No-ingroupism/nepotism • Less gender dimorphism

The prevalence of Autism is on the rise worldwide with studies presenting the worldwide prevalence rates as 1 in 68 children. This is rising alarmingly every year and the combined presentation of Autism with ADHD in the same child is also increasing. In this scenario it is shocking to note that many medical professionals in general and paediatricians in particular are unaware of the availability of an Autism Cure that is already being accessed by parents with children with autism from all over the world and these children are thriving completely free from their limiting symptoms. This article seeks to enlighten medical professionals about this Autism Cure and emphasizes the urgent necessity for them to update themselves about the same so that more children with Autism and ADHD (and their parents) need not suffer unnecessarily due to this " autism cure awareness gap " that is currently prevailing among medical professionals and paediatricians worldwide. Read More ... #Autism #AutismCure #AutismTreatment

Based on the work a mother did helping her own autistic son learn how to speak, The Flashcards is now being used by both parents and teachers to help children and adults with autism, brain injury, stroke, cerebral palsy, down’s syndrome and hearing impairment find their voice.........Read More>> http://www.theflashcards.com.au

This interview relates to my book Naming Adult Autism: Culture, Science, Identity (Rowman & Littlefield International, 2017) and took place at Leeds Beckett University.*
Some of my answers to questions at the end are quite unfocused – see also 1 minute 27 seconds into this link to the conversation…

The present study is examining the use of music by teachers of students in the Autism Spectrum as an instructional tool in the classroom.  In order to explore teachers’ routines concerning the use of music, two days of classroom observation were held, followed by five teacher interviews. The participants were working in special schools in the area of Bristol in the UK.
The findings suggest that music is mainly used when transitioning from one activity to the other, as well as during group sessions. Music was used in order to teach different subjects to students with autism, as teachers believed that they are more understandable when taught through music. It was also found that music relaxes students with autism and calms them down. Moreover, it was found that it is of high importance for music to be implemented as a part of the daily routines when working with students with Autism Spectrum Disorders.
Additionally, teachers were asked about their beliefs concerning the generalization of the positive outcomes that music might have in other contexts and times of the day.  It was found that this is a rather complex issue, as they felt that under certain circumstances it would be possible, while is some other it might be quite challenging. Nevertheless, it was supported that such transfer would be helpful.
In addition to the above, the present study also identified some challenges in the use of music with individuals with autism. Those refer to common ideas between the teachers that suggest that music might sometimes be a barrier, as, when it stops or when the students do not like the song, they might get upset.
The present study also acknowledges some limitations of the research undertaken. Ideas for future research are discussed, in order for the above issues to be explored further.

Ο σκοπός της εργασίας ήταν η κατασκευή του εγχειριδίου «Πηγαίνοντας στον οδοντίατρο» για παιδιά με διαταραχή του φάσματος του αυτισμού. Στις περιπτώσεις των ατόμων με αυτισμό η αντιμετώπιση των δυσκολιών στηρίζεται κυρίως σε εναλλακτικά συστήματα επικοινωνίας. Στα συγκεκριμένα συστήματα χρησιμοποιούνται τρόποι επικοινωνίας πέρα από τους συνηθισμένους (προφορική ομιλία, νοηματική γλώσσα, γραπτός λόγος) και επειδή στηρίζονται στην οπτική επικοινωνία χρησιμοποιούν εικόνες ή σύμβολα. Τα πιο γνωστά εναλλακτικά συστήματα που χρησιμοποιούνται είναι το γλωσσικό πρόγραμμα ΜΑΚΑΤΟΝ και το Picture Exchange Communication System (PECS). Τα δύο παραπάνω εναλλακτικά συστήματα αν χρησιμοποιηθούν σωστά μπορούν να εξελίξουν τις επικοινωνιακές δεξιότητες των ατόμων που το έχουν ανάγκη. Τα παιδιά με διαταραχές του φάσματος του αυτισμού χρειάζονται ιδιαίτερη οδοντιατρική φροντίδα καθώς η ιδιαιτερότητά τους τα κάνει ευαίσθητα σε αισθητήρια ερεθίσματα, όπως υπερευαισθησία στον άγνωστο ήχο, την αφή και αυξημένη αντίδραση στο φως. Το βούρτσισμα των δοντιών ή η επίσκεψη στον οδοντίατρο είναι μια διαδικασία που αισθητηριακά μπορεί να προβληματίσει το παιδί με αυτισμό γι' αυτό η οδοντιατρική κοινότητα οφείλει να βρει τρόπους για την ομαλή προσέγγιση αυτών των παιδιών. Στην παρούσα εργασία περιγράφεται το εγχειρίδιο που δημιουργήθηκε με σκοπό την βελτίωση των συμπεριφορών των ατόμων με αυτισμό κατά την οδοντιατρική φροντίδα. ΕιΣαγωγή Από το 1938 ο Leo Κanner παρατήρησε ότι ορισμένα παιδιά που είχαν χαρακτηριστεί ως ψυχωτικά διέφεραν με έντονο και μοναδικό τρόπο από τα υπόλοιπα μέλη της ομά-δας. Επιπλέον παρατήρησε ότι τα προβλήματα που παρου-σίαζαν ήταν εμφανή από τις πρώτες κιόλας μέρες της ζωής τους. Για να προσδιορίσει το φαινόμενο αυτό, χρησιμοποί-ησε τον όρο αυτισμός 1. Με την δημοσίευση της πέμπτης έκδοσης του Διαγνωστικού και Στατιστικού Εγχειριδίου των Ψυχικών Διαταραχών (DSM-5, Μάιος 2013) 2 η διαταρα-χή του φάσματος του αυτισμού (ΔΑΦ) και ο αυτισμός είναι δύο γενικοί όροι για μια ομάδα σύνθετων διαταραχών της ανάπτυξης του εγκεφάλου. Η διαταραχή του φάσματος του αυτισμού είναι η νέα ονομασία σύμφωνα με το DSM-5 και χαρακτηρίζεται από α) ελλείμματα στην κοινωνική επικοι-Λέξεις ευρετηρίου : Διάχυτη αυτιστική διαταραχή, οδοντίατρος, συνεργασία, άγχος, στοματική υγιεινή

This paper comments on a recent “umbrella review” of intervention research for children on the autism spectrum (Whitehouse, Varcin, Waddington, Sulek, Bent, Ashburner, Eapen, Goodall, Hudry, Roberts, Silove, Trembath, 2020).  The umbrella review, undertaken by the Autism Cooperative Research Centre (CRC) at the request of the National Disability Insurance Agency (NDIA), stated that clinical and policy decisions should be made in an evidence-based practice (EBP) framework, and that such a framework “does not impose a prescriptive approach on service provision” (p.19).  Despite this, the lead author has argued before the Senate Select Committee on Autism that only “evidence-based practices” (EBPs) should be funded by the NDIS (Commonwealth of Australia, 2021, p.12).

The almost identical terms – Evidence-Based Practice (EBP) and Evidence-Based Practices (EBPs) - belie a vast conceptual difference.  EBP refers to a model for decision-making derived from Evidence-Based Medicine (EBM), in which clinical and policy recommendations are informed by research evidence; practitioners’ clinical experience; and consumer factors including values and preferences.  None of these three factors is automatically afforded authority over the others.  In contrast, EBPs are interventions identified solely on the basis of research evidence, with no input from practitioners or consumers.  The concept of EBPs developed in the context of American human services policy, and its applicability in Australia has not been examined.

The Australian National Health and Medical Research Council (NHMRC) has, since 1999, modelled its advice to reviewers and guideline developers on EBM and EBP.  Current advice is based on the internationally accepted GRADE approach (Schünemann, Brożek, Guyatt, Oxman, 2013).

Inexplicably, Whitehouse et al. (2020), chose to selectively apply a superseded hierarchy of evidence (NHMRC, 2009), equating quality exclusively with study design.  A methodological checklist was also applied, but did not influence selection of systematic reviews for the umbrella review.  Hierarchies and checklist are more compatible with an EBPs approach.  They lead to a loss of important detail in research synthesis; inappropriately truncate the research-to-policy process; impoverish research programs; and render Whitehouse et al. (2020) inadequate for its stated purpose as a foundation for clinical and policy recommendations.

Předkládaná publikace shrnuje ve čtyřech kapitolách aktuální poznatky z oblasti poruch autistického spektra a vzdělávání žáků s touto poruchou v České a Slovenské republice. První kapitola se věnuje teoretickým východiskům, uvedena jsou historiografická a terminologická východiska, prezentován je zde souhrn vybraných epidemiologických studií. Dále jsou předloženy v současnosti zkoumané teorie příčin vzniku, uvedena je také klasifikace poruch autistického spektra dle tří kritérií, medicínského, funkčního a sociálního. Ve druhé a třetí kapitole je analyzován výchovně vzdělávací proces žáků s poruchami autistického spektra na Slovensku a v České republice po roce 1990. Pozornost je věnována nejen počátkům péče o tuto cílovou skupinu, popsán je i současný stav se zaměřením na oblast školství.  Poslední, čtvrtá kapitola, se věnuje moderním speciálněpedagogickým intervenčním přístupům, které jsou využitelné jak v prostředí běžné základní školy, tak v základní škole speciální. Předložené texty jsou výsledkem spolupráce autorů z katedry speciální pedagogiky Ostravské univerzity a katedry speciální pedagogiky Univerzity Komenského v Bratislavě.

La comunicación a través del lenguaje hablado ha sido unas de las preocupaciones de todas las generaciones de seres humanos, sin embargo, existen personas que aparentemente tienen otra forma de comunicarse en la etapa inicial de sus vidas, diferencias que se pueden enmarcar durante todo el ciclo vital, esto es el caso de las personas autistas. Las habilidades formales del lenguaje y habilidades sociales están alteradas de forma especificas en las personas en el Espectro Autista, diferente a cualquiera otra condición que provoque alteraciones en su adquisición, esto debería tener implicancias en la intervención para estimular la adquisición del lenguaje en los niños y niñas EA. Si consideramos que las habilidades sociales permiten la comunicación y la relación con los otros y estimula el desarrollo del lenguaje, aquí estaría la primera desventaja respecto de sus pares, considerando que parte de las características de la mayoría de las personas Autistas, es la dificultad para comprender el medio y, por ende, conectar con él.

Jaswal and Akhtar’s outstanding target article identifies the necessary social nature of the human mind, even in autism. We agree with the authors and present significant contributory origins of this autistic isolation in disruption of purposeful movement made social from infancy. Timing differences in expression can be misunderstood in embodied engagement, and social intention misread. Sensitive relations can repair this.

Approaching a decade ago, my academic life took a new turn. This was after a meeting that I did not expect to have any bearing on my research – or on public engagement, let alone on any impact my research might have beyond the ‘academy.’ The meeting was with a special needs teacher at a secondary school who mentioned one thing that she and her colleagues had noticed – namely that autistic children often respond well to learning about classical mythology. I have set up this Academia session to share the resources, and to see whether anyone would like to give responses to them at this stage. The resources are set out in the blog that I set up several months after the meeting with the special needs teacher. If you go to the blog, you will be able to work backwards through the postings. The address is: https://myth-autism.blogspot.co.uk/

This study was undertaken following the introduction of best practice guidelines for teachers working with students
on the autism spectrum (SotAS) (Ministries of Health & Education, 2008). The research aimed to analyze the contextual factors involved in the teaching of these students in a mainstream primary school in order to ascertain if there were any factors that could increase the effectiveness of teaching SotAS. Four teachers and six SotAS were observed over a school year. Data was collected through those observations and follow up conversations with the teachers. An adapted activity theory framework was used to analyze the data and tease out the factors that created barriers to effective inclusion. The study found that existing skills and knowledge of the autism spectrum were not the key factors to being an effective teacher of SotAS. Instead teacher attitude and understanding of the actual experience of being a SotAS were found to be very important. Using of the medical model or deficit theories of the autism spectrum by teachers was found to hinder the provision of opportunities for these students. In contrast once teachers developed an understanding of a range of lived experience anecdotes and evidence, they were more able to see the potential of SotAS and therefore provide appropriate opportunities for these students to make progress.

Supported by Dublin City University's Autism Friendly University initiative, this guide is founded on a basic foundational understanding that all students in higher education campuses have the equal right to a built environment that not only does not create barriers to their physical access to an education, but provides, whenever and wherever possible, built environment supports that facilitate their access to the learning experience. Many of the guidelines included here can be scaled up and across multiple contexts and typologies, including but not limited to- K-12 learning environments, workplace environments, urban contexts, public spaces, commercial spaces and residential neighbourhoods. Preliminary research and community anecdote also supports that these design strategies benefit not only autism and neurodiversity, but other user groups with diverse needs.

Nearly all the literature on the use of Augmentative and Alternative Communicaiton (AAC) in the classroom is about students who require AAC. However, there exist teachers who themselves use AAC. This chapter is an autoethnographic exploration of AAC use by teachers, considering both relevant literature and the experiences of the two authors, who both use(d) AAC as teachers.

Note: this is the uncorrected proof.

Questo testo è il resoconto di un'esperienza di osservazione e intervento didattico, svolta in qualità di tirocinante presso un istituto professionale, per un totale di 150 ore spalmate su sei mesi. La descrizione dei comportamenti del soggetto autistico preso in carico e il resoconto dei tentativi da parte del personale scolastico di far fronte alle problematiche di volta in volta emerse possono forse essere di interesse per chi si occupa di pedagogia clinica e di inclusione scolastica. L'azione educativa qui documentata è stata certo deficitaria sotto molti punti di vista, ma è probabilmente un esempio di quello che molte scuole italiane sono chiamate a fare, in un contesto di risorse limitate e debole collaborazione interistituzionale.

IIEPJudo is an Inclusive Educational Program designed to teach basic Judo techniques to children with Autism Spectrum Disorders, under the Universal Design of Learning methodology. IEPJudo was, additionally, designed to bring in active participation social groups at risk for social exclusion, as the children with ASD that participated in the IEPJudo, were supported by the members of Judo club Τherapeutic Community TC, at the brown belt level (1o KYU ). The members of TC, that were taught Judo during their therapy, supported the children with ASD, as uke, during their Judo practice, under their Sensei and special educator's instructions. The implementation of IEPJudo had extremely positive effects for children with ASD as it was documented by the Special Educator External Observer with a black belt WJF, their parents and their Sensei's assessment. Children with ASD after their IEP Judo participation took part in inclusive Judo competitions organized in the context of the World Judo Federation with positive effects on their psychomotor and social skills and their families' psychological status. The IEP Judo program, also, supported the members of Therapeutic Communities in their therapeutic prosses, as is clearly documented by them in their research dairies. The educational material and methodology, the 8 assessment tools and the results of IEP Judo implementation in two children with ASD are presented in details. The IEPJudo implemented at the "of Include School for all: Tokei Maru" in Thessaloniki, Greece, in the context of the action "learn How to Fall, Stand Up and Demand" that was donated by Points of Support. The book is dedicated to the memory of Professor Jigoro Kano, Shinan for the 160th anniversary of his birthday.

In the 1960s and 1970s, psychologists at the University of California, Los Angeles, operated two behaviour modification programs: one aiming to eliminate "feminine" behaviours in male-bodied children ("conversion therapy"), and one targeting autistic children's so-called problem behaviours (applied behavioural analysis or ABA). The head of the autism program referred to his work as "building a person." Decades later in Ontario, a radically incommensurate legal context sees conversion therapy banned while ABA receives millions of funding dollars. Drawing on legislation, case law, media, and clinical literature, I argue that the process of trans communities wresting themselves out from under conversion therapy involved discursively shifting from having a condition to being human - a process of "building a person" - still incomplete for autistic communities. While legal reforms protect some trans youth from harmful therapies, this does not extend to autistic trans youth, leading us to question at whose expense a rights-bearing trans person was built.

Currently despite claims there is no cure for Autism. So much pressure is placed on families after a diagnosis to access Early Interventions for the best future outcome for the child.
ABA is an evidence-based education therapy for children with an Autism Spectrum Disorder (ASD). It is the preferred method of treatment for ASD but unfortunately is a very expensive journey that is unaffordable to most families..........More info >> http://www.theflashcards.com.au/

There is a growing literature on girls and women on the autism spectrum. In the past, prevalence data has suggested that there are many more males than females on the autism spectrumand studies which have included both genders have often not focused on the particular needs of girls and women. It is thought by some that we are failing to identify and diagnose many girls with autism because they present differently and do not fit the existing diagnostic criteria – which have perhapsbeen 
largely based on the male presentation of autism and Asperger syndrome. This paper by Catriona Stewart presents some of the findings of her doctoral study which focused on four girls diagnosed with Asperger syndrome (AS). She reports their views on their lives at school and home and also considers their mothers’ experiences. From this it appears that schools and services still have much to do to recognise the stress that both the girls and their families experience and to take appropriate and effective steps to address these. She lists some recommendations for schools on how to make their school lives less stressful and more enjoyable.

“Otizm dünyasında yer yine yerinden oynuyor. Bu, Kerri Rivera’nın başarısı. Elinizde tuttuğunuz bu kapsamlı kitabında, biyomedikal yaklaşımın özünü oluşturan ve çocukların %90’ında, %90 oranında etki sağlamış tekniklerin yoğunlaştırılmış ve basitleştirilmiş halini sunuyor sizlere.

Kerri’nin vücutta süregiden kronik enfeksiyon ve enfestasyon (parazit istilası) yükünü azaltma odaklı bütüncül ve herkesin bütçesine uygun yaklaşımı, çoğu otistik çocuk ve gencin en temel sorununa çözüm buluyor. Kerri’nin yöntemini, bugüne değin çok sayıda çocuğu; güvenli yoldan, fazla bir maliyeti de olmadan ve sağlam şekilde iyileşmeye götürmüş en önemli araç yapan da bu özelliklerdir.
Araştırmalarının geçerliliği, dünyanın dört bir yanından binlerce ailenin elde ettiği muazzam olumlu sonuçlarca teyit edilmiş durumdadır.”

Dr. Dietrich Klinghardt

“Son 3 yıl içinde, kendilerine ‘regresif otizm’ tanısı konulmuş tam 115 çocuk gördük; hem belirtilerden hem de bu tanıdan kurtulan, her bakımdan tam bir sağlık ve zindeliğe kavuşan bu çocuklar Kerri’nin başarısıdır. Nasıl olup da iyileşebildikleri sizi birazcık olsun ilgilendiriyorsa kesinlikle bu kitabı okumalısınız. Kerri, kalbi otizmli çocuklar için çarpan bir kadın ve karşı karşıya olduğumuz bu salgınla başa çıkabilmede ailelere güvenli ve tasarruflu tedavi yöntem ve modellerini önermeye büyük çaba sarfediyor.”

Teri Arranga (AutismOne Vakfı İdari İşler Müdürü)

[The following is an unpublished seminar paper. I am archiving it here, because portions of this may shape my future work.]

The neurodiversity movement – here understood as a mass expression of self-advocacy on the part of autistic people – has been the site of significant consciousness-raising among said people as a cultural group, as well as of increasing public awareness about different perspectives regarding autism. The arguments made by neurodiversity activists have implications for those who teach autistic children and adults. The relationship between the neurodiversity movement and existing theoretical models of disability will be examined. This paper concludes with recommendations for educators who wish to adopt a neurodiverse perspective.

Too often, autistic students and those with mental health needs struggle within higher education, often dropping out of courses because they do not receive the informed support that would help them succeed. The updated second edition of this manual addresses the provision of effective support via mentoring in order to build students' confidence and enable them to take control of their lives. Its aim is to help students maximise the opportunity provided through the mentoring and academic study skills hours available to them. In addition, the manual and the tools it contains provide a starting point for all mentors and support staff to help students navigate their way through what can be a very confusing, anxious and challenging time by providing key focal points for discussion and related activities. Beautifully illustrated, this unique publication is written for those with a neurodivergent perspective, and brings together ideas and activities tried and tested among an array of students. It encourages students to take control of mentoring and study skills sessions by signposting them to topics which they wish to address, while also providing a useful framework and resources for mentors and tutors in higher education. It includes clear information about what constitutes mentoring, as well as coverage of academic study skills, highlighting key points for attention and discussion. In particular, the manual addresses specific issues raised by many autistic individuals and those with mental health needs, and through its activities and resources, it provides a toolkit of coping strategies that can be tailored to individuals. Finally, it covers elements of independent living with which many individuals struggle, and which have been raised in various forms by students with whom the author has worked. Following the success of the first edition of this book it was apparent that new chapters needed to be added to better reflect diversity and to acknowledge the prevalence of sexual violence on campus. With this in mind there are three new chapters: the first is on gender and explores issues such as identity, disclosure, pronouns, name change and transitioning. The second new chapter addresses issues experienced by many individuals from BAME communities, such as acceptance within their own culture, language barriers, obtaining a diagnosis, tokenism and inclusion. The third additional chapter addresses sexual violence, whether it has happened prior to university or during studies and on or off campus. The resource is suitable for autistic students and those with mental health needs considering entering or already in higher, further or secondary education, mentors, academic skills workers, tutors, lecturers, autistic and mental health advocates, disability advisors and employers.

This study used the bibliographic scattering analysis to explore the scientific publications trends on gifted individuals with autism spectrum disorders (ASD) over the past 23 years. The study examined the applicability and appropriateness of Bradford’s and Lotka’s laws of scattering to measure the impact factors of journals, institutions, countries, researchers, and personal publications on the area of research. After examining 95 research papers published in 55 Social Sciences Citation Indexed (SSCI) journals from 1998 to 2020. The rank list was prepared to identify the core journals in education. The most frequent venues of journals in descending order of times cited are, Philosophical Transactions of the Royal Society B-Biological Science (USA) with 33.8% of citation, followed by the Journal of Autism and
Developmental Disorders (USA) with 10.3% of citation and Journal of the American Academy of Child and Adolescent Psychiatry (USA) with 8.2% of citations. The top four categories of research were psychology with 37.13% of publications, followed by psychiatry (13.77%), neurosciences and neurology (11.38%), and education (8.38%). The study found that Asperger syndrome (AS) is still used in academic studies, even after it was immersed in the ASD by DSM-5 criteria. The findings and limitations were presented and discussed.

Background and aims: Children diagnosed with an autism spectrum condition are known anecdotally to be especially vulnerable during the transition to secondary school. Yet, very little is known about the child-, school-and system-level factors that can potentially make changing schools particularly difficult for these children. Here, we report on a mixed-method study, which examined the factors that influence a successful school transition for autistic children in one local education authority in England. Methods: Fifteen children were seen twice in the space of four months – once during the final term of their mainstream primary school and again during the first term of secondary school. Parents and teachers were also interviewed at both time points. Results: Overall, our participants reported negative experiences of their transition to secondary school – regardless of the type of secondary provision (mainstream or specialist) to which they transferred. None of the child-level factors measured during the pre-transition phase, including verbal ability, autistic symptomatology, sensory responsiveness and anxiety, predicted children's transition success four months later. Rather, transition success appeared to be predominantly related to several school-and system-level factors, including tensions over school choice, delays in placement decisions, lack of primary preparation and communication between schools. Identity-related issues were also a key concern for many children, which appeared to have a particularly negative influence on adjustment to their new school. Conclusions: We identified predominantly negative experiences of primary-to-secondary transition for the autistic children sampled here, which appeared to be accounted for largely by school-and system-level factors. Implications: Applying interventions that are designed to ease the transition to secondary school by modifying the school environment before, during and after transition to improve the fit between the autistic child and their educational environment should go some way in tackling school-related barriers to a successful transition for these children. System-level changes in the way that local authorities manage the transition process may also improve children and families' experiences.