Education and Autism
Imagine
a song stuck in your head...and it never goes away.
Imagine
people's voices sounding so loud they're like fire engines.
Imagine
your soft cotton T-shirt feeling like a burlap bag.
Imagine not
being able to feel food in your mouth, or a full bladder.
Imagine
someone's simple touch feeling like fire.
Imagine
having feeling in your hair and the pain of having it cut.
Imagine having autism.
(Autism Society of
Wisconsin, http://www.asw4autism.org/)
Contents
Educational Approaches
to Autism
Centers that specialize in
educating autistic children
Organizations
that provide support for Autism
Advice for parents
and teachers
Current Research in
Autism
Purpose of this site
This site was developed as part of a school project in the
fall of 2000. It was designed by three undergraduates at California State
University–Stanislaus in an attempt to provide a resource for parents and
teachers who are dealing with autistic children. This site focuses upon some of
the approaches that education specialists take in working with autistic children.
It also provide a list of some of agencies and schools available to California
residents. We urge people who view this site to take advantage of the many
resources available on the web and in local libraries. Autism is a very complex
condition and its treatment is largely based upon the autistic child and the
IEP that has been designed for them. Dealing with autism requires a parent or
teacher to be a great advocate for their child, which can at times be a
daunting task. There are many communities that have been built on the web that
can give support and advice to people who often must stand alone in the fight
for their child’s education.
**This site is updated infrequently. For the most up to date and current information regarding autism, please see the links section.
What is Autism?
Autism is characterized by disturbances in behavior and neurology. Behavioral problems can include “extreme social withdrawal, persistent preoccupation with parts of objects, ritualistic behaviors, motor stereotypes, and failure to develop normal language” (Ciaranello 9). Under the Individuals with Disabilities Education Act (IDEA), autism is listed as one of the 13 categories of disabilities whose diagnosis qualifies a child for special education and related services. Under the IDEA, autism is defined as “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3” (Waterman). In the diagnostic manual used to classify disabilities, the DSM-IV (American Psychiatric Association, 1994), a diagnosis of an autistic disorder is made when an individual displays 6 or more of 12 symptoms listed across three major areas: social interaction, communication, and behavior.
Ciaranello,
R.D. “Brain Development: Pervasive Developmental Disorders and Infantile
Autism”. Neurobiological Disorders
in Children and Adolescents.
Jossey-Bass Publications, San Francisco. 1992 (9-17).
Waterman, Betsy. “Assessing Children For
The Presence Of A Disability”. Kidsource On-line.
State University of New York at Oswego
DSM-IV Criteria
Educational
processes implemented for individuals affected by autism consist of many
approaches. Approaches implemented are dependent upon the needs of the
individual. Drug therapy reside under an umbrella of controversy, many have
been tested with inconsistent success. A drug therapy that works for one may
not work for another, and many therapies have not been proven clinically
effective.
The symptoms of
Autism create an enormous challenge for the child, family, and physician. Due to
multiple developmental disabilities and behavioral problems, Psychiatric and
health professionals recommend early intervention strategies and sustained
behavior modification treatments tailored to suit the individual's needs.
Intervention and treatment may require the implementation of several strategies
and techniques specific to ones needs. One need keep in mind that parents,
educators, and physicians must coordinate applications of treatment, staying
consistent in their approach, while practicing sustained patience with the
individual.
Inherent to Autism,
are a wide range of symptoms that may change over the course of time. Normal
developmental processes are disrupted in the first years of life (usually 0-3
years old) and children are often misdiagnosed
with speech and
auditory impairments, or severe mental retardation. The DSM IV (Diagnostic and
Statistical Manual of Mental Disorders, Fourth Edition) provides the symptoms
characteristic of Autism and related PDD's (Pervasive Developmental Disorders).
Diagnostic criteria for
299.00 Autistic Disorder
A. A total of six (or more) items from (1),
(2), and (3), with at least two from (1), and one each from (2) and (3):
(1) Qualitative impairment in social
interaction, as manifested by at least two of the following:
Marked impairment in the use of multiple nonverbal behaviors such as
eye-to-eye gaze, facial expression, body postures, and gestures to regulate
social interaction
Failure to develop peer relationships appropriate to developmental level
A lack of spontaneous seeking to share enjoyment, interests, or
achievements with other people (e.g., by a lack of showing, bringing, or
pointing out objects of interest)
Lack of social or emotional reciprocity
(2) Qualitative
impairments in communication as manifested by at least one of the following:
Delay
in or total lack of, the development of spoken language (not accompanied by an
attempt to compensate through alternative modes of communication such as
gesture or mime)
In
individuals with adequate speech, marked impairment in the ability to initiate
or sustain a conversation with others
Stereotyped and repetitive use of language or idiosyncratic language
Lack of varied, spontaneous make-believe play or social imitative play
appropriate to developmental level
(3) Restricted repetitive and stereotyped patterns
of behavior, interests, and activities, as manifested by at least one of the
following:
Encompassing
preoccupation with one or more stereotyped and restricted patterns of interest
that is abnormal either in intensity or focus
Apparently inflexible adherence to specific, nonfunctional routines or
rituals
Stereotyped and repetitive motor mannerisms (e.g., hand or finger
flapping or twisting, or complex whole-body movements)
Persistent preoccupation with parts of objects
B. Delays or abnormal functioning in at least
one of the following areas, which onset prior to age 3 years: (1) social interaction, (2) language as used
in social communication, or (3) symbolic or imaginative play.
C. The disturbance is not better
accounted for by Rett's Disorder or Childhood Disintegrative Disorder.
(DSM IV 70-71)
School Links
California State
University-Stanislaus’ home page.
Official home page for the Honor’s program.
Eating
Disorders and South Africa
This
site was created by this site’s administrator and represents her honor’s
thesis.
Disclaimer: This
site was put together by undergraduate students. The information provided is meant to be used as resource and
should never be used in the place of professional services. Should you have a problem with any of the
information provided on this site, please contact the
site’s administrator.
12/14/03