UDL and Autism

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rhill0784

The three parts of UDL ,[object Object],[object Object]

The purpose of UDL ,[object Object],[object Object]

How does Autism impact learning? ,[object Object]

How does Autism impact learning? ,[object Object],[object Object]

UDL for Autism- examples ,[object Object],[object Object]

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Autism 1. Umbrella Category for Autism: Pervasive Developmental Disorder (PDD) is an umbrella term for disorders characterized by impairments in reciprocal social interaction skills and communication skills. PDD includes: ● Autistic Disorder* and Asperger’s Syndrome (very similar disorders, and some consider them variations of the same disorder) ● Childhood Disintegrative Disorder (CDD) ● Rett’s Disorder ● Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS) *of all the disorders under PDD, Autism is the most severe. Definition of Autism: -Developmental disability -Affecting verbal and non-verbal communication, social interaction and imaginative creativity. -Evident before age three -Referred to as a spectrum disorder ranging from mild to major in severity. In laymen terms this means that Autism is a disorder that affects a child’s communication with the outside world. These children with autism seem locked inside of themselves, unable to communicate with loved ones through speech or gestures or even eye contact. The world is so overwhelming that sometimes they seek to solace in a repetitive action of some kind like rubbing their cheek, spinning around, shouting or any other number of repetitive actions. This is call “stimming” or “self-stimulation”. Definition of Asperger’s Disorder: -Affects how a child communicates with the outside world. - Symptoms are less severe than general Autism. Many of the same characteristics of Autism, however are able to interact more easily as their language skills are less effected. -Greater trouble rooted in social relations, because they cannot interpret social signals and cues that are non-literal. -Have a higher cognitive development and more typical communication skills. -Have an above average intelligence. 2. How Common; Causes; & Characteristics How Common: -Autism is a low incidence disability: 1 in 2000 children -When including the full spectrum, PDD is estimated to occur 1 in 300-500 individuals -Four times more prevalent in in boys than girls. -Knows no racial, ethical, or social boundaries. Causes: No single significant cause of autism has been found. Some research has hinted to the involvement of: -Organic Factors such as: a) Brain damage b) Genetic links c) Complications during pregnancy -A Biological Basis -Some evidence that genetics may play a role. Note: Children born with rubella and those classified as having fragile X syndrome are more likely to develop autism Characteristics Autism Asperger’s Syndrome □ Auditory-based sensory impairments □ Avoid eye contact □ Significant verbal and non-verbal impairments in communication □ May show anxiety □ Have problems relating to to other individuals □ Difficulties in social relations □ Need consistency and resist change □ Sensitive to light, sound, touch or other sensory information. □ Difficulties with abstract reasoning □ Inappropriate attachment to objects □ Unable to pay attention to others and their interests □ Unable to understand gestures, facial expressions, and body language □ Unable to understand variations in cadence and tone of voice □ May have repetitive speech or echo things they have just heard □ Take the literally interpretation of word, and are unable to understand figurative language □ Hand-flapping, toe-walking, spinning, rocking, or other repetitive actions □ Unusual response to sensory stimulation □ May excel at visual or spatial tasks and are fascinated by movement or moving objects. □ Self-injurious behaviours □ Difficulty in expressing needs; may use gestures instead of words □ May prefer to be alone □ Average intelligence □ Not very adaptable □ May be inattentive □ Repetitive and restrictive behaviour patterns □ May have difficulty conducting a conversation □ Appear to be insensitive to others, □ Correct others often □ May say inappropriate or insulting

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Inclusive education is one of the most important steps to promote integration of special learners in our society, yet it is not much familiar or established everywhere. Collaboration with mainstream students is a big platform to make them efficient citizen. It ensures their holistic development and flourishes their individual identity. All the children have equal right to participate and get opportunities of education together; especially these segregated groups need to be surrounded by people who will lift them higher. But practically the way is full of difficulties. Differences persist in policymaking, curriculum, classroom arrangements, teaching-learning system, evaluation, materials, teacher training and so forth. This paper tries to identify and reduce the gap between the practices of these two educational sectors. In this respect, mainstream educators and practitioners have been interviewed to know their interest, expectations and doubts about this assimilation. Besides, some successful cases have been observed closely with a purpose of bringing it in practice from the conceptual stage.

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