Autism

What is Autism?

According to Rosenberg (2008), "Autism is a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance. A child who manifests characteristics of autism after age 3 could be diagnosed as having autism if the criteria in this paragraph are satisfied" (p. 8).

Which are the five types of Autism Spectrum Disorder?

• Autistic disorder- Severe developmental disability with early age onset, poor social development, language impairments, and rigidity in behavior.

• Asperger's disorder- Impairments in social development, which are often sustained or lifelong, and repetitive behavior, interests, and activities.

• Rett's disorder- Rapid deterioration of behavior, language, and purposeful hand movements. Also, mental retardation and seizures may exist.

• Childhood disintegrative disorder- A rare condition that occurs between the ages of 3 and 15, and affect the child in a way that leads to rapid loss of language, social, motor, and toileting skills.

• Pervasive developmental disorder-not otherwise specified (PDD-NOS)- Applied to children who resemble autistic disorder or Asperger's disorder, but may differ diagnostically in a significant way, for instance, with age of onset. 

How do you serve students with Autism disorder?

Students with Autism Spectrum disorders should receive academic in the least restrictive environment, meaning the educational setting that is most appropriate for them to learn in. This provides these students with programming that involved them in opportunities for social inclusion since most students are placed in the general education classroom. While students with ASD are often not very responsive being surrounded by peers who are social may elicit a response from them to interact with others. Language content is also implemented in the classroom to improve different aspects of language production. Ultimately, programs within schools serve to improve students with ASD's academic, social, and language skills. 

Rosenberg, Michael S. , David L. Westling, and James McLeskey. Special Education for Today's Teachers. New Jersey: Pearsons Education, Inc., 2008.