2. ESOL Comparison Chart
ELL ONLY
Earn a standard diploma
Does not affect functions in daily life
Will test out of their label
Do not have issues with repetitive behavior, problem behavior, and
sensory/ movement disruptions
Not a biomedical or environmental/ chemical cause
Trouble understanding is caused by a language barrier
Is not a genetic difference in DNA
Have consistent language abilities, no matter the context
3. ESOL Comparison Chart
ELL ONLY
ELL students do not struggle with speech, reading, and writing skills
in their native language
Will adapt socially, linguistically, and intellectually over time to fit in
with peers
ELL is not a lifelong difference
Normal IQ scores, being about 100. (Maybe score lower due to
language/ culture barrier?)
Does not affect memory
Something in common with entire family
May not understand because of cultural context
May be perceived as misbehaving due to different cultural
expectations
Given a short term for services
Most are included in general education classrooms
4. ESOL Comparison Chart
ASD ONLY
Eligible for special diploma
Creates difficulty with activities in daily life
Will not test out of label
May have visible differences in repetitive behavior, problem behavior, and
sensory/ movement disruptions
On the other hand, may not be a noticeable disability
There is a biomedical or environmental/ chemical cause
Does not result from nurturing style in home environment
Is a genetic difference linked to DNA
Will have inconsistent abilities, like performing well in school yet being
unable to generalize to home/ school environments, or like savants, who
markedly have low ability in all areas besides their super talent
May struggle with speech, reading, and writing skills in their native
language.
5. ESOL Comparison Chart
ASD ONLY
Can learn strategies to adapt with peers socially, linguistically, and
intellectually, but with difficulty
ASD is a life-long disability
Quite commonly (75% of autism) students will have an intellectual
disability, meaning IQ scores below 70.
May affect memory
Can be something different than entire family
May not understand because of social, language, or intelligence context
Over-representation of European American children
Can be more likely to cause harm to self, others, or environment
Given services for a long term
About half are included in general education most of the time (54% of
students in Gen Ed. 40% or more of the time)
Accommodations vary
6. ESOL Comparison Chart
BOTH ASD and ESOL
Have a label that gets services
Receive accommodations
May be different socially and linguistically
Both might have a difficult time making friends, for different reasons
Both have extra resources at school to accommodate them in learning
Will likely benefit from having extra time to process or express knowledge
May be pulled out of class for extra supports
Describes a large spectrum of students
Can apply to students of different intelligence levels
May be very difficult for the family
Test scores may be inconsistent with abilities, whether due to having
more time to process written word, struggling with literacy, sensory
distractions, anxiety or differences in intellectual functioning
Benefit from multi-modal teaching
Benefit from having more time
7. ESOL Comparison Chart
BOTH ASD and ESOL
May be withdrawn/ shy
May appear to give up easily, by lacking motivation or by displaying problem
behavior
May struggle to follow rules, for different reasons
May have difficulties understanding pragmatics and fitting the cultural norm
Might have difficulties with language, communication, and expression
Might struggle with reading and writing
May use other methods of communication than speech, like hand gestures
Might take more time to learn material
Can be perceived to be misbehaved
Difference may be apparent by irregular speech
May have low standardized test scores
Might avoid eye contact
Might struggle with syntax (order of words)
Visuals help learning
8. Autism Spectrum Disorder is developmental disability that
significantly affects a student’s verbal and non-verbal
communication, social interaction, and educational
performance.
Symptoms MUST be evident by the age of 3.
9. Categorical definition
NO SUCH THING AS JUST “AUTISM”
Autism Spectrum Disorder means having one or more of the
following:
Classic Autism Disorder
Rett’s Disorder
Childhood disintegrative disorder
Asperger’s disorder
Pervasive developmental disorder otherwise not specified
Thus, when someone says just “autism” they may mean ASD, or
they may mean “classic autism.”
Don’t be embarrassed to ask someone which one they are
referring to if they simply say “autism.” Some people will be
quite impressed that you even know the difference!
10.
11.
12. Alternative Treatments
Common Medications:
•
Sleep Aids
•
Anti-psychotics
•
Anti-depressants
•
ADD, or ADHD medications.
*
Medications are used mostly on severe cases.
These are often used these to treat these types of behavioral
problems, such as aggression, self-injurious behavior, and severe
tantrums. These behavior must keeps the student with an autism
spectrum disorder (“autism”) from functioning more effectively at home
or school.
People with ASD also are more likely to experience
seizures, depression, ADD and ADHD. In fact, it is estimated that 25% of
those diagnosed with an autism spectrum disorder will suffer at least one
seizure before the onset of puberty. Epilepsy will be prevalent in 10%30% of those who have been diagnosed with autism.
13. BBC: My Autism and Me
http://www.youtube.com/watch?v=FeGaffIJvHM
14. o Develop and follow a structured daily schedule. Prepare
student about any schedule changes in advance.
o Maintain a familiar routine.
o Incorporate the use of visuals whenever possible.
o Create visual labels for the classroom.
o Teach interaction skills. Encourage students to cooperate in
activities or assign a peer buddy for them to work with.
o Make sure students do not feel isolated from the rest of the
class.
15.
16. Parents should be involved in planning interventions. Keep in
contact with student’s supports. Communication is key!
Know the student’s IEP.
Develop behavioral plans and use social stories for behavior
management.
Reinforce positive behavior with positive feedback.
Consider your classroom structure. The environment should be
predictable.
Remember that each student with ASD is unique!
17. Address students directly by their name.
Do not demand eye contact.
Use concrete language. Keep it simple and straight to the point.
Avoid the use of sarcasm.
Give students enough response time.
Focus on your student’s strengths and what they can do rather than
what they cannot.
Patience, Patience, Patience!
19. Facilitating Friendships
Friendships are among the most intimate and important
relationships in our lives. For students with Autism Spectrum
Disorders (ASD), development of friendships is can be a
significant challenge.
20.
21. Focus On Strengths
Individuals with autism spectrum disorders experience many difficulties
throughout their lives, however, it is important to recognize that not all of the traits
associated with these disorders are negative ones. There are many strengths that
are inherent to this group of disorders as well, and they are traits to be admired in
anyone, even those people without disabilities.
Individuals with autism spectrum disorders often can:
⇐ Understand concrete concepts very well.
⇐ Understand context-specific language (language that can be
directly related to an experience).
⇐ Recall visual images and memories easily.
⇐ Think in a visual way.
⇐ Have extraordinarily good long-term memory.
⇐Understand and use concrete rules and sequences.
⇐Can be very precise and detail-oriented.
⇐Be dependent upon maintaining schedules and being on time.
⇐ Be extremely focused, if it is a pleasurable task .
22. Savants
Savant syndrome is a condition whereby a person with a
developmental disability, often Autism Spectrum
Disorder, is found to be especially brilliant in one
particular area or field.
MUSIC~ the ability to replay complex sequences after only one
exposure.
ART~ the ability to draw complex scenes with accurate
perspective either created or replicated following a single brief
viewing.
MEMORY ~the ability to memorize exact historical dates, historical
places, routes or facts, coordination skills and mathematic skills.
*Only 10 percent of people with autism have savant syndrome, and
fewer than 1 percent of non-autistic people exhibit savant skills.
23. Temple Grandin: What's Right with the Autistic Mind?
By focusing on deficits, we overlook the
strengths of brains built differently.
Researchers characterize an acute
attention to detail as “ weak central
coherence” a deficit. But some people
currently argue that it can be a very
positive reaction as well.
24. “10 Things That Every Child With
Autism Wants You To Know.”
http://www.youtube.com/watch?v=RlEWEO4cEAo
* Every person with ASD is very unique in the combination and severity of characteristics they experience; even if two people have the same diagnosis, they will have very different behavior and abilities.
