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Autism spectrum disorder pppt


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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. Autism does not apply if a child's education performance is adversely affected primarily because the child has a serious emotional disturbance.

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Autism spectrum disorder pppt

  1. 1. PRESENTED BY Nasir Ahmad PhD Assistant Professor School of Education & staff Training University of Swat
  2. 2. What is Autism  Autism is known as a complex developmental disability. "Autism" means a developmental disability significantly affecting verbal and non-verbal communication and social interaction, generally evident before age three, that adversely affects educational performance.
  3. 3. Autism  People with autism have issues with non-verbal communication, a wide range of social interactions, and activities that include an element of play.
  4. 4. Autism is a wide-spectrum disorder  This means that no two people with autism will have exactly the same symptoms. As well as experiencing varying combinations of symptoms, some people will have mild symptoms while others will have severe ones.
  5. 5. Social skills  The way in which a person with an ASD interacts with another individual is quite different compared to how the rest of the population behaves. If the symptoms are not severe, the person with ASD may seem socially clumsy, sometimes offensive in his/her comments, If the symptoms are more severe, the person may seem not to be interested in other people at all.
  6. 6. Being aware of the feelings of others  A person with autism will find it much harder to understand the feelings of other people. His/her ability to instinctively empathize with others is much weaker than other people's. However, if they are frequently reminded of this, the ability to take other people's feelings into account improves tremendously. In some cases as a result of frequent practice empathy does improve, and some of it becomes natural rather than intellectual.
  7. 7. Self centerd  Almost everybody on this planet prefers to talk about himself/herself more than other people; it is human nature. The person with autism will usually do so even more.
  8. 8. Physical contact  A number of children with an ASD do not like cuddling or being touched like other children do. It is wrong to say that all children with autism are like that. Many will hug a relative usually the mother, father, grandmother, grandfather, teacher, and or sibling and enjoy it greatly.
  9. 9. Learning may be unpredictable  How quickly a child with autism learns things can be unpredictable. They may learn something much faster than other children, such as how to read long words, only to forget them completely later on. They may learn how to do something the hard way before they learn how to do it the easy way.
  10. 10. Myths about autism  However, a sizeable proportion of people with an (Autism Spectrum Disorder) have high IQs and a unique talent for computer science. German software company SAP AG has become aware of this and announced in May 2013 that it planned to employ hundreds of people with autism as software testers, programmers and data quality assurance specialists.
  11. 11. Structured environment Structure your classroom and consider the following checklist:  Flexibility of curriculum access Be aware of physical sensitivities—sound, light, space, interpersonal factors, program factors , methodology, needs/interests of students).  Routines  Communication issues: visual resources - timetables, schedules and work tasks  Dealing with anxiety, stress, sensory sensitivities
  12. 12.  Positive behaviour management strategies, reward systems  Behaviour management structures.
  13. 13. EDUCATIONAL PLAN  You will need to make accommodations, adjustments and modifications to the curriculum you deliver, according to the student’s needs.
  14. 14. TRAINING & DEVELOPMENT Your confidence, knowledge and skills will grow as you work through issues, plan and talk with family and support providers.  Attend training sessions - An efficient way to access information provides opportunities to talk with other teachers.
  15. 15.  Read and find out basic information.  Gather information about what support services are available and contact them.  Listen to parents develop a positive working relationship with them.  Contact Autism ASD Consultants or Consultant Teacher
  16. 16.  Organise whole staff training and development what information and understanding does your staff need.  Consider what classroom curriculum modifications, equipment or specialised areas for support will be needed
  17. 17. Teacher training for autistic children  The coursework will focus on the design, delivery and evaluation of services to children with disabilities from birth to age 5, with a primary focus on infants and preschoolers. The program addresses the essential problems of practice with special emphasis given to effective intervention into daily routines and activities. Strategies will address young children with disabilities as well as children who are at risk for school failure: children who are English-language learners and children who have challenging behaviors.
  18. 18.  The autism course work covers causes of autism, understanding the characteristics of children and youth with autism, methods of teaching individuals with autism, high-functioning children and youth with autism and Asperger syndrome. The remainder of the course work includes assessment, research, and applied behavior analysis.
  19. 19.  The program is designed for anyone who works with young children who has an interest in autism and other young children with disabilities. Early childhood special education teachers, early interventionists, therapists who provide home-based services for young children with autism, early childhood practitioners who work with children who are at risk or those with disabilities, child-care center staff in inclusive settings will find this program particularly useful.
  20. 20. Keys to deal autistics  Stay calm  Keep your sense of humour  Be consistent and firm  Limit choice  Be structured and flexible  Teach the behaviour you expect  Keep cool allow student to have a drink of water  Keep safe