Posted on : 21-07-2011 | By :
Theresa McFarland | In :
Autism
Welcome to Actions for Autism, your online magazine for up to date news and information on topics related to autism!
Actions for Autism is an online magazine for information related to autism. We are looking for authors and community members who take ACTION in their community!! What are YOU doing to support individuals and families who live with autism? We would love to hear from you!
Please contact us at autismandmusic@gmail.com for information about becoming an author on this site.
Children who are being bullied may experience the following: feeling helpless, avoids certain places, often feels like they are not good enough and may appear sad, anxious or depressed when they come home from school. Furthermore, the child may report losing items such as electronics, books or jewlery. Some children who are being bullied may often complain of feeling sick, headches and stomachaches. Being bullied is a serious issue. Other signs to look for are loss of interest in school work or begins to do poorly in school.
Posted on : 25-07-2011 | By :
Theresa McFarland | In :
Autism
The Diagnostic and statistical Manual of the American Psychological Association describes autism as “…the presence of markedly abnormal or impaired development in social interaction and communication and markedly restricted repertoire of activity and interests. Manifestations of the disorder vary greatly depending on the developmental level and chronological age of the individual…marked impairment in the use of multiple nonverbal behaviors, may include failure to develop peer relationships impairment in communication…affects both verbal and non verbal skills…delay or lack of spoken language…restrictive, repetitive, and stereotypical patterns of behavior, interest and activities.
How can teachers support students with autism in the school setting?
1. Have clear expectations including making sure the student knows where the classroom is, how to get around the campus, what homework is expected, where to have lunch and take breaks.
2. Structure the classroom environment so students understand schedules, routines and expectations. Prepare the students for transitions and changes in the schedule.
3. Communicate in a clear and direct manner and give time for processing. Avoid the use of idioms, sarcasm and abstract language.
4. Use visuals to display schedules and assignments. Older students may wish to keep their visual supports on index carsd oor a school planner.
5. Plan for transition times such as lunchtimes and breaks to reduce anxiety.
6. Provide frequent positive reinforcement such as verbal praise.
7. Always treat the student with respect.
8. Patience, patience, patience!
As the prevalence of autism has increased astronomically in recent years, so has the number of available treatments and education options. Parents must sift through the many interventions and decide which is best for the education of their child. More and more parents are educating themselves; the treatment options are exciting and give hope to parents of children with autism. But the task of determining which treatments and education paths are best for each child is a great responsibility.
Once a child is diagnosed with autism, families have many questions and concerns. One of the major dilemmas is determining how a child with autism will be educated. Each child is different with unique qualities; the education of each child with autism is determined by their needs and strengths.
Autism is considered to be a spectrum disorder. It is a disorder characterized by symptoms that include repetitive behaviors or interests, deficits in social interaction and deficits in verbal and nonverbal communication. Furthermore, children with autism often have unusual responses to sensory stimulation. Children with autism may also display symptoms that include an inability to form relationships, delay in the development of speech, lack of imagination, repeated patterns of activities, extreme aloofness and insistence on consistency in routines and isolated areas of strong ability.
Research has determined that early intervention is crucial for children with autism. Early interventions include services from speech therapists, occupational therapists, adapted physical education, applied behavior analysis, social skills training and other therapies. Some of the services are provided through the local school district; however, many families choose to hire private therapists and aides.
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