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WHAT IS AUTISM?
Autism is a complex developmental disability that typically appears during
the first three years of life. The result of a neurological disorder that
affects the functioning of the brain, autism and its associate behaviors, have
been estimated to occur in as many as 1 in 166 (vs. 500) and possibly even
higher in some geographical areas. Autism is four times
more prevalent in boys that in girls and knows no racial, ethnic, or social
boundaries. Family income, life-style, and educational levels do not affect the
change of autism’s occurrence.
Autism interferes with the normal development of the brain in the areas of
social interaction and communication skills. Children and adults with autism
typically have difficulties in verbal and nonverbal communication, social
interactions, and leisure or play activities. The disorder makes it hard form
them to communicate with others and relate to the outside world. They may
exhibit repeated body movements (hand flapping, rocking), unusual responses to
people or attachments to objects, and they may resist changes in routines.
Over one half million people in the U.S. today have some form of autism. Its
prevalence rate now places it as the third most common developmental
disability - more common than Down’s Syndrome. Yet most of the public,
including many professionals in the medical, educational, and vocational fields,
are still unaware of how autism affects people and how to effectively work with
individuals with autism.
If you would like more information about the features of autism spectrum
disorder and treatment options, contact Rebecca Flaton, Speech-Language
Pathologist and Autism Specialist at 620-421-6550 Ext. 1682, or by e-mail at rlf@pshtc.ks.gov
Web Sites for Autism Spectrum Disorders:
Autism Asperger Resource Center at KUMC
AARC@kumc.edu
Autism Society of America
www.autism-society.org
Autism Society of Kansas (ASK)
www.ask.hostrack.net
Kansas Resource Center on Autism at Emporia
www.emporia.edu.autism
TEACHH of North Carolina
www.unc.edu/depts/teachh
Yale Child Study Center
http://info.med.yale.edu/chldstdy/autism
LEARNING ENVIRONMENTS THAT SUPPORT
INDIVIDUALS WITH AUTISM SPECTRUM DISORDERS
PHYSICAL SET-UP
- clean and sanitized daily
- safe (sharp objects removed or minimized)
- furniture fits the size and shape of the individuals
- areas are carpeted to reduce noise
- learning, work, play or break areas are clearly defined by the materials
and equipment
- dividers are used to reduce distractors and define learning centers
- areas are large enough to allow for personal space
- visual distractors are reduced and minimized e.g. art projects hanging
from the ceiling
- solid dark backgrounds (no distracting patterns) are used for bulletin
boards, etc.
- materials are organized and put away in cupboards, bins, files, etc.
- all components of the classroom materials are identified with picture/word
labels
- individual work bins are identified and labeled with student’s name
- a quiet, distraction-free area is available for individuals who become
over-stimulated
MATERIALS AND EQUIPMENT
- computers, electronic learning devices, and multi media equipment are
available
- materials allow for variety and flexibility to meet diverse needs and
ability levels
- materials are accessible to the student and allow for choice
- materials provide multi-sensory input (visual, auditory, tactile)
SCHEDULE
- each student has an opportunity to participate in all learning, work and
play areas
- students have individual, personalized (object, photo, symbol, word)
master schedules that are in close proximity and/or carried with them
- students know what they are expected to be doing, what’s next, and when
something is "finished"
- mini-schedules (object, photo, symbol, word) are used to identify
activities within the master schedule
- daily schedules are adhered to so they become "routine"
- the schedule is used to predict upcoming events and announce changes
- materials are ready and teachers are prepared to minimize unnecessary
"waiting"
- students are expected to independently transition from area to area
- students are expected to get out and put away materials
- visual/auditory timers are used to identify duration of activities or
events with no clear ending
- students have some active way to participate in all activities
INTERACTIVE
- teachers maintain a friendly, calm, and positive manner with all students
at all times
- teachers give directions that give information as to "what the person
is to be doing" rather than what NOT to do (avoid no, don’t, stop
unless it’s an emergency)
- teachers use gestural and visual directions and prompts to support oral
directions
- students are given ample time to respond
- physical management or control is used only as a last resort and for
protection from harm
- behavioral programs, motivation systems, self-monitoring checklists are
consistently applied
- teachers do not verbally comment or overreact to negative behaviors
- teachers do not talk about student behaviors in front of them, unless the
student is included in the conversation
- teachers are familiar with each student’s communication profile so that
they can acknowledge and respond to communication, regardless of modality
CURRICULUM
- selected with heavy emphasis on social skill development
- each student’s communication needs are identified and addressed
throughout the day
- programming includes literacy development to teach reading, writing,
typing with necessary modifications and adaptions
- has components to teach self-management strategies, decision making and
problem solving skills
- uses regular education curriculum as the standard or guideline for
adapting for individual instruction
- uses individual’s person centered plan (ELP) as the guideline for
ensuring that what is valued and important is included in the programming
day
TEAMWORK
- the student and their parents/guardians are the "customers"
- the cottage team serves as the "parent" when students live here
- the student will have a "say" in the development of their
individual program plan
- teachers must maintain open lines of communication with all team members
- dietary and medical recommendations are always followed
- knowledge of medications and medication side-effects is important
- knowledge and understanding of the features of autism would be beneficial
- behavior programs are reviewed so that they can be implemented
consistently
- data is critical for making decisions and changes in a student’s program
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