AUTISM
DefinitionAutism, as defined by Individuals with Disabilities Education Act (IDEA), refers to “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.” This federal definition then proceeds to name traits commonly related to the condition: “Other characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term autism does not apply if the child’s educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in [IDEA].”
IDEA rounds out its definition by noting that a child who shows the characteristics of autism after age three could be diagnosed as having autism if the criteria above are satisfied. This enables a child to receive special education services under this classification if he or she develops signs of autism after his or her third birthday. Typically a psychiatrist, clinical psychologist, physician or other highly qualified professional makes the diagnosis. It would not be uncommon for the evaluation team to suspect Autism, then ask the parent to see a psychiatrist, clinical psychologist or appropriately trained pediatrician. Primary CharacteristicsBefore getting into common traits associated with autism, understanding a little background is helpful. The National Dissemination Center for Children with Disabilities (NICHCY) acknowledges that the phrase “autism spectrum disorder” is gaining momentum because it better captures the similarities between autism and other conditions that fall under this category. This term applies to five subcategories: autism, Asperger syndrome, Rett syndrome, childhood disintegrative disorder and Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS).
NICHCY explains that a particular case’s traits determine the exact diagnosis. These characteristics fall into three major areas: social interaction, behavior and communication. Such characteristics might include the following.
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Accommodations & Modifications1. Develop and use visuals for instruction, such as:
2. Evaluate and assess sensory needs and schedule sensory activities throughout the day. Ideas for sensory activities include:
3. Develop social stories and social scripts. 4. Give the student choices and control. 5. Adapt the physical environment to include
6. 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. 7. Actively use a home/school communication book that outlines specific progress and challenges that occurred during the home and school environments. The book is exchanged with classroom staff members and the family on a daily basis. 8. Assess and use interests and strengths of the person to structure both curriculum and free-time activities. *** for a full list click link below. Resources |