Learning and Behavioral Characteristics |
Just like other disabilities, those that are under the autism spectrum disorder, first have to meet a certain criteria to be classified as autistic. Generally, there are continuing problems with social communication and interaction. Which is to say that they have difficulty with non-verbal communication. For example, body language and eye contact. Even an abnormal social approach to things; they often seem awkward in social settings and have a hard time with relationships (identifying, maintaining, and understanding the concept of relationships). Another criteria are that they may have repetitive motor movements. A person may suffer severe stress (even a break down), when confronted with a change in routine or activity. This can be seen in a student when there are fire drills or things of that matter. It is something that is out of the ordinary for them, creating an episode of stress and perhaps anxiety. They may have a strong attachment to things (often unusual objects out of the norm for their age range; ex. an obsession over rocks). A student may be seen as super hyperactive in the classroom. In the book there is a statement made saying, “symptoms cause clinically significant impairment in social, occupational, or other important areas.” Also, it cannot be better explained by intellectual disability, though often they co-exist.
One of the examples of learning and behavioral characteristics is that a child with ASD might have difficulty responding to the “teacher look” of possible dislike or subtly; they may even have difficulty interpreting the meaning behind it as well. As an educator one may see that there are speech impairments, repetition to what was stated/asked/told to them, higher level of speech not commonly used for their age group, and that the child struggles in a social setting. Behaving and responding differently than their average peer in situations. Here we can also use the example stated in the above paragraph. When there is a fire drill, or any form of drill, a student may be observed being off set by the differing routine. |
Appropriate Teaching Accommodations |
With the fire drill/alarm procedures example, as educators we must be aware of how the students may react towards change in the classroom. Changing of desks, colors, teaching styles, anything big or small may trigger a student.
A student with ASD should come to your class with an IEP. Educators should view the strengths, weaknesses, and plan laid out on the IEP to see if there are special accommodations to be made. Here are some ideas on teaching methods and accommodations: -Use color coding certain information -Have a clear and visible schedule for them. Give notice if their will be a change in the schedule to the best of your abilities. Avoid the cluttered walls and too much of sensory objects. -Help demonstrate proper social interactions. Possibly even have a peer mentor for their social interactions. -Limit distractions by possibly removing extra objects from the classroom -Be clear with your instructions -Educate students about the Autism Spectrum Disorder -Have a "Safe Zone" for the student if they are highly stimulated or overwhelmed. A place where they can calm down, perhaps a chair in the back, a library corner in the room, allow there to be a place for them. -Allow extra time on assignments and activities. -Use literal language as they often do not understand sarcasm, figurative, metaphors, etc. -Work with special educators, parents, therapists if given, and the school to view more into the necessary accommodations. Click here to see more from the Autism Speaks Organization. |
REFERENCES:
Autism Speaks (2012). Educating Students with Autism. Retrieved from https://www.autismspeaks.org/sites/default/files/sctk_educating_students_with_autism.pdf
Hardman, Michael L., Clifford J. Drew, and M. Winston. Egan. Human Exceptionality: School, Community, and Family. Boston: Pearson/Allyn and Bacon, 2005. Print.
Karen Wright. 20 Classroom Modifications for Students with Autism. Retrieved from http://tcsps.sharpschool.net/UserFiles/Servers/Server_981069/File/Migrated%20Documents/20_classrm_modifications_for_students_with_autism.pdf
Speech Pathology. Autism Spectrum Disorder. Retrieved from http://www.smcspeechpathology.com.au/autism.html
Autism Speaks (2012). Educating Students with Autism. Retrieved from https://www.autismspeaks.org/sites/default/files/sctk_educating_students_with_autism.pdf
Hardman, Michael L., Clifford J. Drew, and M. Winston. Egan. Human Exceptionality: School, Community, and Family. Boston: Pearson/Allyn and Bacon, 2005. Print.
Karen Wright. 20 Classroom Modifications for Students with Autism. Retrieved from http://tcsps.sharpschool.net/UserFiles/Servers/Server_981069/File/Migrated%20Documents/20_classrm_modifications_for_students_with_autism.pdf
Speech Pathology. Autism Spectrum Disorder. Retrieved from http://www.smcspeechpathology.com.au/autism.html