2.
A severe mental disorder that starts in infancy
or early childhood and severely impairs. The
ability to adapt to his or her environment and
relate to other people, presents difficulties in
verbal and nonverbal communication as well
as inability to carry out normal social
interactions.
Autism
3.
4.
PHYSICAL
• Unusual/strange motor actions.
• Spin objects.
• Little or no eye contact.
• Toe walking.
• Uses of gestures like pointing instead of words.
• Self-injurious/ self-inflicts pain.
• Seizures
• Tantrums
• Laughing, crying, and showing gestures without reason.
5.
Oblivious to people and things.
“Savant ” behavior.
Difficulty in expressing needs.
Repetitive/perseverative.
Unresponsive to normal teaching methods.
Does not respond to name.
Echolalia
Does not smile/ lacks of sense of humor.
Stimulus over selectivity.
INTELLECTUAL
6.
Introvert /anti-social behavior.
Does not engage with others.
Prefers to be alone/aloof manners.
Difficulty in mixing with others.
Has his/her own world.
Noticeable overactivity/underactivity.
Oversensitivity/undersensitivity
May not want to cuddle or be cuddled.
SOCIAL/EMOTIONAL
7. Tends to get too close when speaking to
someone.
Does not generally share observations or experiences
with others.
Obsession with objects, ideas or desire.
Extreme fear (phobia) for no apparent reason.
8.
Abnormalities in brain’s structure or function.
Pregnancy problems.
Environmental factors.
CAUSES
9.
10. • Speak clearly and concisely at all times to guarantee
comprehension.
• Exercise at all times the three P’s – PLANNING,
PATIENCE and PERSEVERANCE.
• Choose tasks which can be completed within the child’s
attention span.
• Do not comment upon failure, just show the correct way
of doing it.
• Ensure the task is relatively easy to complete.
• Use a variety of activities in the same session.
• Minimize distractions of sound and movement.
11. • Choose activities that are relatively easy for children
with autism particularly sensory/motor tasks.
• Base the curriculum on the learner’s individual
characteristics, not on the label of autism.
• Focus on developing skills that will be use in the
learner’s current and future life in school, home and
community.
• Carefully plan transitions to new placements and new
school experiences usually require careful planning
assistance.
12. • Encourage parents and other family member to
participate in the process of assessment, curriculum planning,
instruction, and monitoring. They often have the most useful
information about the learner’s history and learning
characteristics, so effective instruction should take advantage
of this vital resource
