Autism : Autism

Description

According to idea.ed.gov autism means "a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance."

Autism spectrum disorders describe a range of neurodevelopmental disorders that significantly impact communication and social skills and are evidenced by restricted, repetitive patterns of behavior, interests or activities. The definition of autism spectrum disorders is evolving and is seen differently depending on who is explaining autism spectrum disorders. The federal definition used for special education states that an autism spectrum disorder is a developmental disability that significantly affects verbal and nonverbal communication as well as social interaction. Autism spectrum disorders are usually diagnosed by age three, however, many individuals go undiagnosed until later in life.

http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%252E8,

https://www.youtube.com/watch?v=F

Indicators

Some signs of autism spectrum disorders in a child or adult may include:

· lack of interest in playing with other children

· little or no eye contact

· delays in learning to speak

· challenges in adapting when a routine changes

· fixation on an activity or object

· misreading nonverbal interactions

· trouble relating to others

· repetition of words or phrases (echolalia)

· difficulty building friendships appropriate to their age

http://autismnow.org/at-home/learn-and-understand-autism/what-is-autism/

Accommodations/Modifications

Change the number of questions to be completed
Accept alternative forms of presenting understanding
Provide word banks for worksheet completion.
Allow student to type answers or audio record them.
Provide plenty of examples
Break down project into smaller components
Give the student choices and control
Develop social stories and social scripts.
Provide trained peer support and/or a buddy system throughout the day for the individual. This person should assist with peer social interaction, as well as provide additional support as needed.
Use role-play
Assess and use interests and strengths of the person to structure both curriculum and free-time activities.