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Autism spectrum disorder is a group of neurodevelopmental conditions characterized by difficulties with social interaction and communication, as well as restrictive and repetitive behaviors. While the specific causes are unknown, genetics are strongly implicated. Symptoms can range from mild communication issues to being largely nonverbal. Classroom strategies to support students with autism include implementing sensory learning experiences, using individual interests in lessons, setting routines, and using visual aids to help communication.

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277 views

Group Assignment Handout

Autism spectrum disorder is a group of neurodevelopmental conditions characterized by difficulties with social interaction and communication, as well as restrictive and repetitive behaviors. While the specific causes are unknown, genetics are strongly implicated. Symptoms can range from mild communication issues to being largely nonverbal. Classroom strategies to support students with autism include implementing sensory learning experiences, using individual interests in lessons, setting routines, and using visual aids to help communication.

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Autism Spectrum Disorder

What is Autism Spectrum Disorder?

Autism spectrum disorders are a group of complex


neurobiological conditions that typically have an effect on
the person for their whole life.

A diagnosis is based on behaviour and it can be picked


up as early as 18 months old.

Autism usually effects and is noticed in difficulties with


communication, social abilities and interactions, and also
by repetitive behaviours and a low interest in activities.

What causes Autism?

There is no set cause for what triggers the brain


to develop differently in children with autism.

Researches have started to begin to look after


the possible of there being multiple causes,
after realising there are many different types of
Autism.

A strong genetic link is the most accurate


research, however genetics alone can’t account
for all cases.

Effects of Communication and Social Abilities in


people with ASD:

Communication: ASD exists on a continuum,


therefore communication difficulties can span from a
low level of speech to virtually unresponsive to social
contact.

Social Abilities: Students with mild autistic


tendencies may be overly dependent on routines and
be highly sensitive to environmental changes. High-
functioning students with ASD may still experience
social difficulties (i.e. recognising social cues, own
feelings, and other’s feelings, dealing with their own
problems and avoiding conflicts.)
Classroom Strategies:

-Children with ASD often prefer to use their senses as a means for interacting with objects. In
this case it is important to implement sensory learning experiences for the child.

-Teacher should acquire knowledge about the interests of the child with ASD and implement into
the learning.

-The teacher should implement an Individual Education Plan (IEP).

-Setting up routines and creating social stories are a great way of creating order in the child’s
school life. For example, social stories on assembly items, taking turns and sharing, how to
stand in a line, the routine of the school day.

-Visual cue cards can help the child with ASD communicate their needs clearly and are easily
understood by the teacher as well.

-Use of children’s literature in the classroom to explore what ASD is. Some examples of great
texts are Why Is He Doing That? by Racheal Cuellar; My Brother Charlie by Holly Robinson
Peete; My Friend With Autism by Beverly Bishop and Leah’s Voice by Lori Demonia.

References:

Applied Behaviour Analysis. (2019). 30 best children’s books about the autism spectrum.
Retrieved from https://www.appliedbehavioranalysisprograms.com/30-best-childrens-
books-about-the-autism-spectrum/

Campisi, L., Imran, N., Nazeer, A., Skokauskas, N., & Azeem, M. W. (2018). Autism
spectrum disorder. British Medical Bulletin, 127(1), 91-100. doi:10.1093/bmb/ldy026

Larkey, S. (2019). Individual education plans. Retrieved from


https://suelarkey.com.au/individual-education-plans-blog/

Sparks, B. F., Friedman, S. D., Shaw, D. W., Aylward, E. H., Echelard, D., Artru, A. A., ...
& Dager, S. R. (2002). Brain structural abnormalities in young children with autism
spectrum disorder. Neurology, 59(2), 184-192.

Westwood, P. (2015). Commonsense methods for children with special educational


needs (7th ed.). London: Routledge Falmer.

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