This document discusses autism spectrum disorder (ASD), significant developmental delay, and multiple disabilities in children. It provides details on signs and symptoms of ASD including delayed speech, repetitive behaviors, lack of social skills, and unusual interests. Developmental delay is defined as challenges in two or more major life activities like mobility, cognition, communication, emotional development, and independent living. Multiple disabilities involve a combination of impairments impacting major bodily functions and life activities. The document concludes with inclusion strategies for children with these conditions in classroom settings, such as visual schedules, adapted materials and communication, and behavioral support.

1. IRINA CHECORSKI
SPED500

2. It is a neurologicaldisorder that typically shows
signs beforethe age of three which hinders
developmentin social and communication
skills.

3. • Delayed speech and language skills,
repeats words or phrases over and over
(echolalia), child will give answers to
questions which do not relate to the
topic; talks in a flat, robot-like voice.
Communication
Skills
• Lines up toys or other objects; plays with
toys repeatedly in the same way; does
not like to interact with other
children/adults; very organized
• Upset by minor changes; obsessive
interests; flaps hands, rocks body, or
spins themselves in circles
Unusual
Interests and
Behaviors
Related to ASD
• Does not respond to name by 12 months
of age, avoids eye-contact; plays alone;
makes strange facial expressions;
doesn't understand personal space
boundaries; will not feel comforted by
others when feeling distress.
Social Skills

4. A childwhois displayingany handicapping
conditionof significant developmentaldelay
which challengethe childintwo or more of the
five main lifeactions:

5. • not able to move around and have coordination,
strength and/or balance, cannot hold toys.
Physical activity in gross motor skills
• difficulty to acquire information, imitate, classify,
problem solving skills in regular everyday child play.
Cognitive activity
• inability to use expressive language or receptive
language, such as listening, receiving and
understanding language. Having age-appropriate
words and ability to form words/sentences that are
coherent
Communication activity

6. • inability to feel and express emotions,
interact with people (socially), have a
positive sense of self, develop any
friendships or bond with family members or
any adults for that matter.
Emotional activity
• inability to care for self and have built an
independence which is age-appropriate -
eating, toileting, dressing and hygiene tasks.
Adaptive activity

7. A combinationof disabilities causingchildren to require severe
educational requirements. major life activities (not limited to): caring
for oneself, performing manualtasks,seeing, hearing, eating,
sleeping, walking,standing, lifting, bending, speaking, breathing,
learning, reading, concentrating, thinking, communicating, and
working.

8. Caring for oneself
unable to care for self and
have built an independence
which is age-appropriate -
eating, toileting, dressing
and hygiene tasks
Performing manual tasks
use of hands or legs to
manipulate toys or use of legs
for walking/movement.
Speaking and
communicating
incapable,
incomprehensible
Visually impaired,
hearing, eating, and
sleeping inability

9. Difficulty or incapable of... Autism
Spectrum
Disorder
Significant
Developmental
Delay
Multiple
Disability
Caring for oneself eating,
toileting, dressing and hygiene
tasks
X X
Physical activity in gross motor
skills - no moving, no
coordination, strength and
balance
X X
Express emotions, interact with
people or bond with people
(socially)
X X X
Difficulty to acquire,
information, and regular
everyday child play.
X X X
Visually impaired, hearing,
eating, and sleeping inability
X x
Difficulty with expressive or
receptive language skills
X X X

10. Need to be individualized
Demonstrate and model expected skills
Provide visual schedules
(events in a location easily seen by the student)
Schedule can be written out (use of picture symbols –
for understanding)
Adjusting the number of items that the student must complete.
Giving extra time if needed to accommodate fine-motor deficits.
Peer or paraprofessional support
Varying the modes for student response (i.e.: writing may be
allowed responses or verbally answer questions)
Modifying environment (desk should be as close to the teacher)
A quiet zone in the classroom
Sensory materials, like a bean bag or stress ball

11. Seating arrangements (work better at an individual desk)
Pairing with a capable buddy that can assist
Minimizing distractions and the possibility for over stimulation
Need to be consistent with classroom routines
Predictability are important to a student with developmental
delays
Using a daily planner with a schedule written
Objects or photos representing the daily activity
A visual timer (allows child to see when they can move on to
the next task)
Age appropriate materials
(similar to same aged peers)

12. Predictable routines - so child is able to know what
to expect
Same sequence of routines on a daily basis
Specific cueing: auditory, visual or tactile
Adaptive communication (if necessary)
Hand-over-hand guidance
Behavioral intervention and support
Self-management skills to dress, eat and other daily
functional skills

13. REFERENCES
Website: Learn the Signs of Autism
(https://www.autismspeaks.org/what-autism/learn-signs - Retrieved 7/7/15)
Website: How Kids with Developmental Delay Develop
(http://www.howkidsdevelop.com/developDevDelay.html. Retrieved July, 7
2015)
Website: Inclusion Strategies for Students with Autism
(http://www.learnnc.org/lp/editions/every-learner/6692. Retrieved July, 7 2015)
Website: Multiple Disabilities
(http://www.parentcenterhub.org/repository/multiple. Retrieved July, 7 2015)