In class, our students are learning about disabilities and how we can be superior peer leaders to those around us in the community that may have these types of disability. Our first Disability Fact Sheet is on Autism. Let's take a look and see what we can learn!
IDEA Definition
Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.
Source: http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%252E8,
Characteristics of Autism
As we have learned about in class, some characteristics of a disability can be physical, mental or emotional. Here are some traits of people with autism:
- Social interaction difficulties: People on the autism spectrum have a difficulty engaging in social behaviors with those around them. This may be indicated by their inability to interpret 'typical' social situations and behaviors. For neurotypical people, social cues, such as tone of voice, gestures and facial expressions, can help determine the meaning of a social situation. People with autism may not understand these often subtle 'clues', which makes the world a confusing place for them. Other social interaction difficulties come in regulating emotion or understanding things from another point of view, all of which can result in maladaptive behavior such as outbursts or self-injurious behavior.
- Communication challenges: Many young children with autism are delayed in their communication skills. Typically developing children babble and reject things by their first birthday, whereas children on the autism spectrum may regress or are delayed in their language development until later in life. Children and adults with autism can use a variety of language supports to aide in their language acquisition. Sign language, AAC devices (Augmentative and Alternative Communication), visual cues (i.e. PECS), or other electronic word-processors. Echolalia is common with autism where individuals will repeat words or phrases over and over. Again, social cues and body language that occur when conversing with others may inhibit people with autism in communicating. Remembering that they might need more time to process what you are saying and 'hints' to what the topic is (i.e. "We were talking about sports. What is your favorite game?") may help them carry on a productive two-way conversation with those around them.
- Repetitive behavior: People with autism commonly engage in some sort of repetitive behavior or restrict their range of activities (i.e. only going to the same place for lunch, sitting in the same booth every time). Physical repetitive behaviors may include hand flapping, jumping, rearranging objects, and repeating sounds or words. Some people with autism engage in these behaviors as a form of self-stimulating ('stimming'), which may provide a sense of order and calm to their life. If their routines or 'typical' activities are altered, this may lead to disruptive and anxiety-inducing situations. People with autism need schedules and an established routine to help deter outbursts.
Prevalence of Autism
- ASD occurs in all ethnic, racial, and socioeconomic groups.
- ASD is five times more common among male children (1 in 42) to female children (1 in 189).
- Parents with a child with autism are 2-18% more likely to have a second child who is affected.
- 46% of children with autism have an above average intellectual disability.
- 83% of children diagnosed with ASD commonly have a co-occurrence of a developmental diagnosis.
Source: http://www.cdc.gov/ncbddd/autism/data.html
Impacts of Autism on a Student's Learning
- Communication: Because of various communication needs, students with autism may struggle in communicating their needs, feelings, or opinions about certain lessons or topics. They may not be able to follow along with peer's conversations or catch the social cues that are involved in group chats. Similarly, their receptive communication skills may require peers or instructors to slow down their directions, repeat certain phrases or provide visual cues for these learners.
- Sensory Processing: Classroom sounds, smells, layout, and noise all contribute to a student's ability to learn. If a student with autism has sensory needs, educators may need to adjust their classroom elements to help ensure their students success. Children who are hypersensative or hyposensative may react differently to activities that require sensory input such as physical games or loud music.
- Imaginative or creative play: Stemming from the same idea of social interaction, children with ASD may struggle with engaging in imaginative or creative play. Whether writing creatively or demonstrating parts of a story, students must be able to think outside of the box and sequence activities to knit a story together. People with ASD are often very literal and do not understand the variances required for imaginative or creative play. These are skills that may need to be taught over time.
- Social Interaction: Students with ASD may struggle relating to their peers or the community in social situations. They have a harder time understanding gestures, facial expressions, verbal cues and other social behaviors. This may mean that their own behavior appears 'off'' or non-typical in these situations. They may become frustrated and have outbursts resulting in physical behaviors.
Source: http://www.autism-help.org/autism-education-school-effects.htm
Classroom Accommodations
There are many aspects of a classroom and learning environment that can be adapted in the classroom to assist students with ASD. Here are some of the ones we brainstormed in class:
- Visual Cues: Creating a visual schedule, map or display of information that students with ASD can reference for easy and consistent communication of ideas and changes. Color coding different subjects may help with organization, as well as labeling important objects such as "Homework Bin" around the room can give clues to students as to where to put things without having to be verbally prompted.
- Social Stories: Social stories are a great way to introduce new social behaviors to students with ASD. Topics for these stories could include how to ask a peer about their day or what to do in a grocery store. Pictures and appropriate language for the students age and ability can be used to customize the social story to fit their needs.
- Sensory Breaks: For children with ASD who need sensory integration in order to be successful, they may need periodic breaks throughout the day to move around or decompress from all the sights, noises, and activities of the classroom. Sometimes, small 'fidgets' like squishy balls are easily kept in desks to provide instant sensory input. Other times a break from the classroom and change of environment can help learners re-focus on the task at hand.
- Scaffolding skills, manipulatives and modifying curriculum: Generalization is hard for students with ASD so it is helpful to present material in a variety of ways using a variety of tools, manipulatives and scaffolding skills. Use of technology in the classroom can aide teachers when presenting materials. Students can use models, whiteboards, tablets or other electronic devices to demonstrate skills across a range of materials. Teachers should check in with ASD students frequently to see where they are in terms of mastering skills and adapt or correct learning as needed.
How can peer leaders help students with Autism?
Peer leaders in the community can help students with autism by being patient and kind when they are in a class with a student with ASD. They can recognize that students with ASD may not always understand what they are saying and may need extra time to process conversations. Peer leaders can set a good example by following directions and demonstrating proper school behavior for ASD students to learn. Peer leaders do not bully other students or get them to do things that they may not want to do themselves. Peer leaders can ask teachers for advice on how to create a friendly and encouraging classroom environment for all learners and above all else, show kindness to all those in our community.
