A brief presentation to a Catholic School to address understanding of autism, ADHD, and Learning Disabilities among the teaching staff. This is an information-packed overview meant to be an introduction to key concepts associated with educating students with disabilities in a parochial school setting.
2. WHAT’S OUT THERE?
• Autism Spectrum Disorder (including Asperger’s Syndrome)
• Attention Deficit Disorder (with and without hyperactivity)
• Learning Disabilities
3. WHAT IS AUTISM SPECTRUM DISORDER (ASD)?
Formally defined, ASD is:
•a developmental disorder that appears by age three and that is variable in
expression but is recognized and diagnosed by impairment of the ability to form
normal social relationships, by impairment of the ability to communicate with
others, and by stereotyped behavior patterns especially as exhibited by a
preoccupation with repetitive activities of restricted focus rather than with
flexible and imaginative ones
3 MAJOR
COMPONENTS relationships
Impaired ability to form social
Significant communication impairments
Behavior patterns that can be repetitious and where the person might perseverate on a
topic or idea
5. CHARACTERISTICS OF AUTISM
Social Skills
• Very little or no eye contact.
Unusual eye contact.
• Resistance to being held or
touched.
• Difficulty understanding jokes,
figures of speech or sarcasm.
• Difficulty reading facial
expressions and body language.
• Difficulty understanding the
rules of conversation.
• Difficulty understanding group
interactions
• Gives spontaneous comments
which seem to have no connection to the
current conversation.
• Makes honest, but inappropriate
observations.
• Seems unable to understand
another’s feelings.
• Difficulty maintaining friendships.
• Unaware of/disinterested in what is
going on around them
• Talks excessively about one or two
topics (dinosaurs, movies, etc.). Insistence
on sameness.
• Minimal acknowledgement of
others.
From:
CalgaryAutism.com
6. CHARACTERISTICS OF AUTISM
(CON’T)
Speech and Language
• Abnormal use of pitch, intonation, rhythm or stress while speaking
(“odd” affect).
• Speech is abnormally loud or quiet.
• Echolalia
• Often uses short, incomplete sentences.
• Pronouns are often inappropriately used.
• Speech started very early and then stopped for a period of time.
• Difficulty understanding directional terms (front, back, before,
after).
7. CHARACTERISTICS OF AUTISM
(CON’T)
Emotions and Behaviors
•
•
•
•
•
•
•
•
•
Obsessions with objects, ideas or desires - perseveration
Unusual attachment to objects.
Quotes movies or video games.
Difficulty transferring skills from one area to another.
Perfectionism in certain areas.
Frustration is expressed in unusual ways.
Feels the need to fix or rearrange things.
Transitioning from one activity to another is difficult.
Difficulty attending to some tasks - can show some ADD tendencies
8. CHARACTERISTICS OF AUTISM
(CON’T)
Emotions and Behaviors (con’t)
•
•
Verbal outbursts.
Difficulty sensing time (knowing how long ten minutes is or three
days or a week).
• Difficulty waiting for their turn (such as in a line).
• Gross motor skills are developmentally behind peers (riding a bike,
skating, running).
• Fine motor skills are developmentally behind peers (hand writing,
tying shoes, scissors).
• Inability to perceive potentially dangerous situations.
• Extreme fear (phobia) for no apparent reason.
9. CHARACTERISTICS OF AUTISM
(CON’T)
Emotions and Behaviors (con’t)
•
Sensitivity or lack of sensitivity to sounds, textures (touch), tastes,
smells or light.
• Difficulty with loud or sudden sounds.
• Laughs, cries or throws a tantrum for no apparent reason.
• Resists change in the environment (people, places, objects).
• Becomes overwhelmed with too much verbal direction.
• Tends to either tune out or break down when being reprimanded.
• Calmed by external stimulation - soothing sound, brushing, rotating
object, constant pressure (hammock, rolled in a blanket).
• May need to be left alone to release tension and frustration.
10. ATTENTION DEFICIT HYPERACTIVITY
DISORDER
We’ve all used this word to describe our own children, grandchildren, nieces and
nephews, but what exactly is ADD/ADHD?
Attention deficit hyperactivity
disorder (ADHD) is a problem of not
being able to focus, being overactive,
not being able control behavior, or a
combination of these. For these
problems to be diagnosed as ADHD,
they must be out of the normal range
for a person's age and development.
http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002518/
Three types of symptoms:
implusivity
hyperactivity
inattentive
11. LEARNING DISABILITIES
Definition:
A learning disability is a neurological condition that interferes
with a person’s ability to store, process, or produce information.
Learning disabilities can affect one’s ability to read, write, speak,
spell, compute math, reason and also affect a person’s attention,
memory, coordination, social skills and emotional maturity.
Common learning disabilities include:
• Dyslexia • Dyscalculia • Dysgraphia
http://www.ldaamerica.org/new_to_ld/defining.asp
12. STRATEGIES FOR THE REGULAR EDUCATION
CLASSROOM
With the intense, unrelenting pressure of implementing a curriculum jam-packed
with content from the very first day of school, modifying the materials for just
one or two students can seem like a daunting task.
The secret? Helping one or two students will help ALL of your
students.
13. ACCOMMODATIONS
AND MODIFICATIONS
Here are a few reasons why it’s worth the time and effort to modify
curriculum and instruction:
• Modifications and accommodations are appropriate for ALL
learners
• Demonstrates acceptance and respect for all learners … kids notice!
• Appropriate for all areas of the curriculum and classroom routines
• Helps you make judgements about WHAT and HOW things are taught
… gives you an idea of what’s going right and what’s going wrong.
• Both intuitive and intentional
• Made easier when you are using a variety of approaches
• Desired by parents
14. ACCOMMODATION VS
MODIFICATION
What’s the difference? What do they
mean?
ACCOMMODATION - “outside the
body,” physical and environmental
changes and adaptations
Examples:
pacing
environment - preferential seating,
sign language interpreters
presentation of material - visual,
auditory, kinesthetic, taping lectures
materials and equipment
grading
assignments
reinforcement and follow-through
testing adaptations
•
•
MODIFICATION - of content material;
structural, cognitive change in the level
of material
Examples
presentation of subject matter specialized curriculum written on
student’s level
materials and equipment/assistive
technology - adapting texts for lower
reading level or lower cognitive level
grading - modifying weight of texts
assignments - adapt in worksheets,
lowering reading level of assignment
testing adaptations - reducing reading
level of tests
15.
16. IDEAS!!
For students with AUTISM:!
• FEWER WORDS!! More pictures, symbols, signals and gestures.
• Be CONCRETE, black and white, pragmatic - in written directions, verbal
directions and expectations
• Teach students to look for those words they can understand when reading
directions on worksheets, word problems, comprehension questions, etc.
• Use a silent timer to help them organize their time better. Structuring time
and setting clear parameters helps students with autism predict their
environment.
• Cuts down on anxiety and outburst
• Use a picture schedule to lay out the school day, the class period or when
TRANSITIONS will occur. Even if your schedule is written on the board, a
small picture representation at the student’s desk works wonders!
• Set up social interactions when you are present (indoor recess, hold a lunch
bunch, etc.) where you can model appropriate social behaviors and responses.
17.
18. (MORE)IDEAS!
!! disabilities:
For students with learning
• Allow students to read stories and books, science and social studies
content in a variety of ways:
• Read aloud to a buddy
• Listen on tape or digital recording
• Read to self with a “whisper phone”
• Read to self while standing - the kinesthetic element can do
wonders!
• Again, engage the body as students work on spelling
• Bouncing a ball and catching it for each letter as they spell aloud
• Let them write the words on a white board, a paint bag, stamps
• Highlight the prefixes, suffixes, base words…whatever you’re
teaching that day
19. • Although they seem juvenile, using manipulatives and
drawing out pictures of the math concepts is OK! Mental
math is wonderful, but for some students with short term
memory processing issues or attention problems, this can
be a tough skill.
• Highlight key parts of math equations, especially if the
student often switches or confuses what the problem is
•
asking.
When students have to describe math content (“How did
you come to your answer?”) allow students to SHOW you
how they solved the problem, taking the words out of the
equation.
20. (EVEN MORE)
IDEAS!!!
For students with ADHD:
• Organization is very important and often
needs to be taught to students with ADHD.
Parents need to be a key part of this process
and follow through at home.
• COLOR CODE! Color coding systems
are a beautiful thing. Every subject has a
color assigned to it…forever and ever.
• Physical placement of the student with regards
to instruction. Visually blocking off distractors
and keeping them close to “the action.”
• Using clear, color strips for reading text,
particularly difficult science and social studies
content.
21. (AND MORE)
IDEAS!!!
For students with ADHD:
• Never underestimate the power of running an errand. Students with
excessive physical activity should get up and move around frequently.
• Allowing students to stand at a table or desk gives them the feeling of a
bit more physical freedom.
• Again, quiet, visual timers at the student’s desk will help with selfmonitoring.
• A small checklist of 3-5 behavioral expectations at the student’s desk
gives onus to the student for monitoring his or her own behavior.
• Work for a reward, break, prize given by parents, etc.
• Outline the notes (as opposed to giving them the notes outright) for
content areas to keep the student organized during lectures.
22. Easy checklist that can be hidden in the desk has the student check himself at set times of
the day to remind himself of appropriate and inappropriate behavior.
Note that some of these are written from a negative perspective. Keep items positive and
stating the desired behavior.
23. “More the same, than different.”
Students with special needs should have the
same expectations and goals as students
without special needs. HIGH
EXPECTATIONS!
•If they understand the concept, their output
or input shouldn’t matter (providing other
students aren’t disrupted).
•We are working to develop and produce the
most independent, productive, hard-working,
kind and honest people we can to send out
into the world. The picture of what that
looks like is different for every student…
including those with learning difficulties,
physical disabilities or behavioral issues. Still,
the end goal is the same.
HUGE change in how Autism is identified and diagnosed with the new DSM5.
Asperger’s is no longer an identifiable disorder, although many believe it will still be used for years to come.
Now, we look at the SEVERITY with which a person demonstrates these characteristics.
Quick word about rapid increase in prevalence. I believe that AWARENESS and SENSITIVITY to these characteristics has made doctors and parents and teachers slap the label of Autism on many people who might just be “quirky” or “weird” or “quiet.”
We hear so much about “The Umbrella.”
I’m leaving Asperger’s because so many people know this as “high functioning autism.” Although the psychiatric community has dropped this as a diagnosis, it’s going to be used for years to come most likely.
Most children with ADHD have at least one other developmental or mental health problem, such as a mood, anxiety or substance use disorder; a learning disability; or a tic disorder.
Inattentive Symptoms
•Fails to give close attention to details or makes careless mistakes in schoolwork
•Has difficulty keeping attention during tasks or play
•Does not seem to listen when spoken to directly
•Does not follow through on instructions and fails to finish schoolwork or chores and tasks
•Has problems organizing tasks and activities
•Avoids or dislikes tasks that require sustained mental effort (such as schoolwork)
•Often loses toys, assignments, pencils, books, or tools needed for tasks or activities
•Is easily distracted
•Is often forgetful in daily activities
Hyperactivity Symptoms
•Fidgets with hands or feet or squirms in seat
•Leaves seat when remaining seated is expected
•Runs about or climbs in inappropriate situations
•Has problems playing or working quietly
•Is often "on the go," acts as if "driven by a motor"
•Talks excessively
Impulsivity Symptoms
•Blurts out answers before questions have been completed
•Has difficulty awaiting turn
•Interrupts or intrudes on others (butts into conversations or games)
Discuss DISCREPANCY between achievement and a child’s capacity to learn (as determined by IQ tests and achievement testing)
Dyslexia: a language-based disability in which a person has trouble with specific language skills, particularly reading.
Dyscalculia – a mathematical disability in which a person has a difficult time solving arithmetic problems and grasping math concepts.
Dysgraphia – a writing disability in which a person finds it hard to form letters, write within a defined space and express ideas.
Show Gavin’s individual schedule, Cureton’s whole class schedule
Amelia and Kenith’s number and word boxes
Characteristic of ADD is poor organization
Color lines can keep the student focused on the immediate line they’re reading, rather than the entire page of words or pictures on the page.
