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AUTISM
What Is Autism?
Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain. ASD refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech, and nonverbal communication. According to the Centers for Disease Control, autism affects 1 in 44 children in the United States today.
People with ASD may behave, communicate, interact, and learn in ways that are different from most other people. There is often nothing about how they look that sets them apart from other people. The abilities of people with A global event is marked on April 2nd every year, World Autism Awareness Day, to raise awareness about people with ASD throughout the world.
What Causes Autism?
Autism is essentially a social impairment, affecting children's ability to communicate with and to socialize with other children and adults. While autism can be recognized and described, the causes of autism are not understood and for the past 20 years, there has been an enormous amount of research into the condition. Researchers are investigating genetics, brain development and the biology of autism and some progress has been made. There is evidence of a genetic pattern and a tendency for autistic profiles and/or communication difficulties to run in families.
Psychologists have been investigating the differences in social and emotional development, in behavior and in cognitive development. Some of this work has led to an awareness of some early social behaviors which may be important indicators of autism but not to any breakthrough in understanding causes.
Strategies for Learning and Teaching Children with Autism
•Recognition of the need for structured teaching programs with the help of a personal HOME THERAPIST, with a particular emphasis on visually-based cues; these provide the child with a predictable and readily understandable environment, which helps to limit confusion and distress.
•Students with Down syndrome have strong visual learning modalities. Teaching reading to students with Down syndrome should be characterized by a strong emphasis on visual learning. Visual demonstrations, pictures and illustrations can also be successfully used to assist in providing effective instruction in other subject areas of the curriculum.
•The teaching of phonics and phonological awareness should not be neglected.
•The use of manipulative and activity learning should be beneficially employed in the development of number concepts. Visually-based mathematics materials should be developed with particular reference to the learning strengths and needs of the student with Down syndrome.
•Students with Down syndrome generally demonstrate good social skills, which can be constructively utilized to increase learning and teaching opportunities.
•Speak directly to the student, using clear language and short sentences, and use appropriate and unambiguous facial expressions.
•Allow adequate time for the student to process language and respond.
•Structure learning and teaching opportunities to enable the student to engage in tasks with other students, who can act as appropriate role models.
•The farther you wait to provide intervention for children with down syndrome or autism, the more it becomes difficult to engage them. Early intervention is as important as the air we breathe daily