|
The detection of learners with Autistic Spectrum Disorder (ASD), in their formative years is vital. As a teacher you are an important role player in this essential early detection. Autistic Spectrum Disorder is not the result of bad parenting and these children do not choose to misbehave. Autistic Spectrum Disorder is a complex and variable pervasive developmental disability, which stems from a multi-factorial origin and results in disordered brain development and function. Estimates of prevalence vary greatly. Recent small scale, but intensive studies give higher numbers than earlier ones, this being due to the criteria for autistic disorders having been considerably widened over the years. The highest estimates for the whole spectrum, range from around 40 to around 90 per 10 000 births, but the true figures are still being investigated. ASD affects 4 times as many boys as girls. Of all the developmental disorders, ASD is the most researched and validated syndrome. The onset of ASD is from birth or before the age of 3 years. Various subgroups are referred to within the autistic spectrum disorders. The ICD 10 system (International Classification of Diseases, 10th edition, World Health Organisation, 1992) and the DSM IV (Diagnostic and Statistical Manual, 4th edition, American Psychiatric Association, 1994) suggests some subgroups, the best known of which are “childhood autism / early infantile autism” and “Asperger Syndrome” There is a fair amount of academic argument concerning the criteria differentiating these subgroups. However, in clinical practice, the most helpful approach to diagnosis is to establish if the child concerned, has an autistic spectrum disorder and then to provide information concerning their present level of varying abilities. This type of detail is far more useful for identifying a person’s needs, rather than just putting him or her in a diagnostic subgroup. As yet the exact causes of ASD are unknown, but intensive research is being implemented on an ongoing basis. With the appropriate intervention, learners on the Autistic Spectrum can be helped to improve their quality of life. Although learners with ASD present with many different levels of severity and also display a wide range of individual characteristics, they are all affected by the “Triad of Impairments”. This triad is typically associated with a narrow, repetitive pattern of activities and resistance to change in things that directly affect the individual concerned and manifests with an impairment in the quality of development ( see Triad of Impairments) In addition to this Triad of Impairments, you may well observe the following additional features:-
Children with ASD usually have accompanying learning difficulties. The range of intellectual abilities amongst children with ASD is vast. The presence of additional disorders such as epilepsy, sensory and intellectual impairments can co-exist with ASD. Remember that ASD can vary widely and there is no single feature that, if not present, excludes the possibility of Autistic Spectrum Disorder. Should you think that a child in your class may displaying Autistic Spectrum Disorder, we advise you to discuss this matter with his or her parent.- For additional information, we have also listed varying International Organisations involved with Autistic Spectrum Disorder: National Autistic Society - United Kingdom Autism Europe Autism Society of America Autism Research Institute Autism Society of North Carolina Guidelines for teaching a child with Autistic Spectrum Disorder If you have a child in your class who has been diagnosed with ASD, there are certain guidelines that may assist you with that child’s individual educational plan. Essential areas need to be addressed. The teaching methods should focus on the child’s strengths and compensate for their weaknesses. The strengths usually are visual skills and rote learning. The weaknesses are usually the ability to process language and the ability to provide their own structure and organisation. The two most frequent causes of stress and behavioural difficulties are first lack of a simple, clear, understandable, predictable structure to each day and second, pressure to perform above the child’s level of ability. Children and adults with ASD, whatever their level of ability, find it hard to comprehend time and space and how they fit into the world. Their impairment of imagination prevents them from building up an inner story about themselves. It is difficult for people who are not familiar with ASD to understand the nature of such problems. For example, some of the more disabled individuals become distressed if taken for a walk away from their familiar environment, because no-one realised the necessity of explaining to them that, at the end of the walk, they will be returning to the place they know. One important way to help a person with ASD is to provide external structure to make up for the lack of a coherent inner world. They need to know where they are in time and space. They need to be given simple concrete guides to the world, such as picture timetables. They can manage change as long as it is not unexpected and they are carefully prepared in ways that they can understand. The below list covers strategies that maybe beneficial when teaching a child with ASD:-
A certain amount of material included in this brochure is chiefly taken from a paper written by Dr Lorna Wing, Consultant at the Centre for Social and Communication Disorders. It has been reproduced with the kind permission of Dr Lorna Wing and the National Autistic Society, United Kingdom, who published this paper in their quarterly magazine, “Communication”, edition Winter 1998.
|
