6. WHAT IS AUTISM?
a mental condition, present
from early childhood,
characterized by difficulty in
communicating and forming
relationships with other
people and in using language
and abstract concepts
10. LIFE WITH AUTISM
How have you learned
to live with autism?
“That’s simple: I haven’t
learned to live with
autism.“
-D. Bowman
11. LIFE WITH AUTISM
“ I can say this: I am committed to
flourishing, for myself and for my
family.To me, that means I am
committed to reconciling my
flawed self to the flawed world, in
order to serve the common good,
starting in my own home and
community. (That does NOT mean
I’m apologizing for being autistic
—in fact, just the opposite.) “
-D. Bowman
14. HOW DOES AUTISM IMPACT EDUCATION?
“Children with autism
spectrum disorder
(ASD) find it hard to see
things from other
people’s
perspectives…”
-Raising Children
Network
15. EDUCATION
“Seeing things from other
people’s perspectives is
an important social skill.
Without it, children with
ASD can find it hard to
understand and get
along with other people. “
-Raising Children
Network
17. AN AUTISTIC PERSPECTIVE
“I imagine that it's
somewhat of a
maze, always trying
to find their means
of communication”
-Reed
18. PERSPECTIVE
• The world is louder &
brighter because they
don't have those “filters”
that TD students often have
• The world is
overwhelming: The need
for self-stimming and
manipulating the world in
general in order to simply
make it…
19. PROPER EDUCATION AND INTERVENTIONS
• Early Intervention
• Continued Intervention
• Sensory Diets
• Continued Interaction
• Slow Integration- Steady and
Helpful Integration
• Life Skills
• Differing Means of Communication
20. INSTITUTIONS & CLINICS
“For me, the hardest thing
changes as time and life change.
A long time ago, it was other
people not being kind, instead
very very judgmental. Later it was
hitting and pinching. Later still it
was loneliness and so on. Today,
it is fear…pain. Fear of giving up,
pain of letting go.”
-Sarah: The Stay at Home Soprano
23. SENSORY DIETS
• Input into the body
used in order to alter
behavior
• Self-Stimming
• “Flapping”
• Grounding
24. STUDENT FIRST MINDSET
The student needs to start coming before the
diagnosis: No more autistic students, but students
with autism…
25. STUDENT FIRST MINDSET
“As a school we nurture
respect for all learners
with all disabilities…”
-Reed
26. HOW CAN I BECOME A SUCCESSFUL PEER TO AUTISM?
• Empathy
• “I hope that I portray a
respect for students with all
disabilities” -Reed
• Interact: Do not be afraid of
Autism
• Build a trust-filled relationship
• Be their ally
27. TEMPLE GRANDIN
• Seeing in Pictures
• Squeeze Machine
• What Cows Can
Teach us About
Autism
• “Different, Not
Less”
28. SEEING IN PICTURES
• Unknown that others don't think the same way
• Normal brain ignores the details.
➤Well, if you're building a bridge, details are
pretty important because it will fall down if
you ignore the details.
29. FAMILY LIFE
• All Hands on Deck
• Understanding
• Effort from Parents
• Cooperation
• Routine
• Empathy, Patience &
Understanding
30. A FATHER’S WISHES
“Individuals with
ASD are often seen
as people with
tremendous
unlocked potential.
It's a matter of
translation. “
-Kevin McGrath
31. FINDING THE QUIRKS
• Scripting
• Reinforcers
• Commonality
• Communication
• Educational
Medium
33. REINFORCERS
• Use them as reinforcement
• “Bribe” them with their
choice
• Reinforcer has to have an
effect
• Without an increased
influence in future behavior,
if it does not increase their
enforcer then it is just a prize
36. “Whether it's autism, another disability or just
someone whose voice needs to be heard, I want to
be the person who can provide the support,
nurturing and guidance for students. I'm not
always there, but that's what I want to be…” -Reed
SHARING THEIR VOICES
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