Autism Spectrum Disorders: Introduction and Educational Needs (in Lao)
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Autism Spectrum Disorders: Introduction and Educational Needs Mary Ann Winter-Messiers UO Laos Inclusion Project 2015, laosuoregon.edublogs.org
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Autism Spectrum Disorders: Introduction and Educational Needs (in Lao)
- 1. Autism Spectrum Disorder: ພາກແນະນ' ແລະ ຄວາມຕ-ອງການດ-ານການສyກສາ Introduction and Educational Needs Dr. Mary Ann Winter-Messiers, Ph.D. University of Oregon-Laos Inclusive Education Project July 2015 1University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສyກສາຮຽນຮ6ວມລະຫວ6າງ ມະຫາວiທະຍາໄລໂອເຣກອນ ແລະ ລາວ Autism Spectrum Disorder: Introduction and Educational Needs
- 2. 2 Autism ແມ6ນຫຍ>ງ? …ກu6ມຂອງຄວາມຜiດປCກກະຕiທD ເກEດຂFນໃນໄລຍະການພ>ດທະນາ ສະໝອງ, ມEຜCນກະທCບຕJ ສະໜອງ, ຮ6າງກາຍແລະ ມE ຄວາມຫຍu-ງຍາກໃນການເຂLາສ>ງ ຄC, ງuດງiດງ6າຍໂດຍມ>ກຢN6ໃນວCງ ແຄບ, ມEພyດຕiກ' ມ>ກເຮ>ດຊPາຄQນ ອ>ນເກRາ. University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສyກສາຮຽນຮ6ວມລະຫວ6າງ ມະຫາວiທະຍາໄລໂອເຣກອນ ແລະ ລາວ
- 4. 4 ບາງຈuດຂອງສDງທDທ-າທາຍອ>ນສ' ຄ>ນ ! ມEບ>ນຫາດ-ານງສ>ງຄCມ ! ມEບ>ນຫາດ-ານການສ6Vສານ, ມE ພyດຕiກ' ເຮ>ດຊ-WຄQນອ>ນເກRາ & ມEຄວາມສCນໃຈທDຈ' ກ>ດ ! ບJສາມາດຄວບຄuມອາລCມໄດ- ! ມEຄວາມໄວຕJປະສາດສ' ຜ>ດ ຄວາມອາດສາມາດທາງປ>ນຍາ ! ບ>ນຫາດ-ານການແພດແລະ ສuຂະພາບ University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສyກສາຮຽນຮ6ວມລະຫວ6າງ ມະຫາວiທະຍາໄລໂອເຣກອນ ແລະ ລາວ
- 5. 5 ມEບ>ນຫາທາງດ-ານສ>ງຄCມ ! ມEຜCນກະທCບເຖEງ ບ>ນຫາດ-ານສYສານ ! ທ>ກສະທາງສ>ງຄCມແມ6ນສາມາດຮຽນຮN-ໄດ- ! ໝາຍເຖEງທiດສະດEກ6ຽວກ>ບບ>ນຫາດ-ານ ຈiດໃຈ ! ໝາຍເຖEງຂອບເຂດຄວາມຕ-ອງການດ-ານສາຍພCວພ>ນ ! ໃນໂລກຂອງພວກເຂCາເຈLາເອງ ! ທ>ກສະທາງສ>ງຄCມບJແມ6ນວ6າຈະ ສາມາດຮN-ໄດ-ເອງ ! ຕ-ອງໄດ-ມEການຝyກທDສອດຄ6ອງ ! ແບບວiທEຈະຕ-ອງໄດ-ຖQກສອນໃຫ-ເຂCາເຈLາ University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສyກສາຮຽນຮ6ວມລະຫວ6າງ ມະຫາວiທະຍາໄລໂອເຣກອນ ແລະ ລາວ
- 7. ຈ' ກ>ດພyດຕiກ' ເຮ>ດຊ-Wອ>ນເກRາ & ຄວາມສCນໃຈທDແຄບ !ຈ' ກ>ດພyດຕiກ' ເຮ>ດຊ-Wອ>ນເກRາ !ຊອກຫາການກະທ' ຊPາຄQນອ>ນເກRາທDປອດໄພ !ຕ-ອງການຄວາມສາມາດໃນການຄາດຄະເນ/ເດCາໄດ- !ລະບຽບສ6ວນບuກຄCນ 7University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສyກສາຮຽນຮ6ວມລະຫວ6າງ ມະຫາວiທະຍາໄລໂອເຣກອນ ແລະ ລາວ
- 8. !ຄວາມສCນໃຈທDແຄບ(ມEຄວາມສCນໃຈໃນພFນທDພiເສດ) !ເນນໃສ6ຄວາມມ>ກໜYງ UQສອງອ>ນທDເຈາະຈCງ !ໃຊ-ເວລາ, ເອCາໃຈໃສ6, ຄວາມຄiດ, ການອuທiດຕCນ !ໃຊ-ເປ>ນໂຕກະຕu-ນສ' ຄ>ນ 8University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສyກສາຮຽນຮ6ວມລະຫວ6າງ ມະຫາວiທະຍາໄລໂອເຣກອນ ແລະ ລາວ
- 10. (ToM) ! autism / ToM . autism : ! ! , , , , , ! ! ! 10University of Oregon – Laos Inclusion Project • 2015
- 11. 11 ! ! ! autism ! ! ! " " ! University of Oregon – Laos Inclusion Project • 2015
- 12. 12 ຄວາມຮN-ສyກໄວຕJກ>ບປະສາດສ' ພ>ດ ! ແມ6ນຫຍ>ງທDເຮ>ດໃຫ-ພວກເຮCາຮN-ສyກດE, ຢ-ານUQມiດງຽບແຕ6ພວກ ເຂCາບJຮN-ສyກແນວນນ ! ການໄດ-ຍEນ ! ສ' ຜ>ດ ! ທCດລອງລCດຊາດ ! ໄດ-ກDນ ! ສາຍຕາ ! ຄວາມດu6ນດ6ຽງ ! UາຍUQໜ-ອຍ? ! ການຕອບສະໜອງຕJກ>ບປະສາດສ' ຜ>ດ/ຄວາມຕ-ອງການຂອງ ນ>ກຮຽນແຕ6ລະຄCນແມ6ນບJຄQກ>ນ University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສyກສາຮຽນຮ6ວມລະຫວ6າງ ມະຫາວiທະຍາໄລໂອເຣກອນ ແລະ ລາວ
- 13. 13 ຕCວຢ6າງຂອງ ຄວາມຮN-ສyກໄວຕJກ>ບປະສາດສ' ພ>ດ ! ໝຽວມYນ, ເມQອກ/ມYນ, gooey, ກອບ, ແUມຄCມ ! ແສງຕາເວ>ນ, ໄຟນEອອນ ! ຫ-ອງທDແຊວ/ແອອ>ດ ! ເຄYອງໝາຍ, ກະດuມ, ເຂ>aມເຫ>Tກ, ຜ-າແພ ! ອາຫານຮ-ອນ , ນ-bາຫອມດອກໄມ- University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສyກສາຮຽນຮ6ວມລະຫວ6າງ ມະຫາວiທະຍາໄລໂອເຣກອນ ແລະ ລາວ
- 15. 15 ບ>ນຫາທາງການແພດ& ສuຂະພາບ ! ຄວາມຮN-ສyກໄວຕJກ>ບອາການ ! ບ>ນຫາກ6ຽວກ>ບທ-ອງ ແລະ ລ' ໄສ- ! ການປະຕiບ>ດສuຂະອະນາໄມສ6ວນບuກຄCນ ! ສDງທDທ-າທາຍໃນການນອນ/ຕອນກາງຄQນ ! ບ>ນຫາສuຂະພາບຈiດ ! ການບRງມະຕiພະຍາດຮ6ວມ, ຕCວຢ6າງ, ! Obsessive-Compulsive Disorder ! ຄວາມຜiດປCກກະຕiທາງອາລCມ; ຄວາມກ>ງວCນ ! ພະຍາດບ-າໝN ! Bi-polar Disorder ! ADD/ADHD University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສyກສາຮຽນຮ6ວມລະຫວ6າງ ມະຫາວiທະຍາໄລໂອເຣກອນ ແລະ ລາວ
- 16. 16 ຕCວຊ]ວ>ດທDເປ>ນໄປໄດ-ຂອງ ASD ! ມEຄວາມຊ-າ/ບ>ນຫາດ-ານພາສາ/ການສYສານ ! ສDງທ-າທາຍທDກ6ຽວພ>ນກ>ບຄCນ/ສະພາບແວດລ-ອມ ! ເປ>ນສDງທDທ-າທາຍຕJກ>ບການປ6ຽນແປງສະພາບ ! ໜ>ກໃຈໃນການຕອບສະໜອງກ6ຽວກ>ບການກະຕu-ນທາງປະສາດ ສ' ຜ>ດ ! ຫຍu-ງຍາກໃນການຄວບຄuມອາລCມ ! ຄວາມແຕກຕ6າງໃນການພ>ດທະນາ (ຊ-າ) University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສyກສາຮຽນຮ6ວມລະຫວ6າງ ມະຫາວiທະຍາໄລໂອເຣກອນ ແລະ ລາວ
- 17. 17 ຄວາມແຕກຕ6າງແມ6ນຫຍ>ງ? ໃນautism: ! ບJມEພyດຕiກ' ອ>ນດຽວທDພຽງພ_: ຮNບແບບ ! ຂPມNນທDປ6ຽນແປງໄດ-: ລະດ>ບເບCາ ຫາ ຮuນແຮງ ! ຄວາມແຕກຕ6າງໃນຄວາມ ຮuນແຮງ ແລະ ຄວາມທCນທານ ນອກຈາກການພ>ດທະນາ ປCກກະຕi University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສyກສາຮຽນຮ6ວມລະຫວ6າງ ມະຫາວiທະຍາໄລໂອເຣກອນ ແລະ ລາວ
- 19. 19 ຈYໄວ-ວ6າ… ! ເດ>ກນ-ອຍເURານ]ແມ6ນມ>ກຈະ ສະແດງອອກເຖEງຄວາມຮN-ສyກໄວ ຕJກ>ບເຫດການທDໜ-າຕCກໃຈໃຫ-ຄN ໄດ-ເຫ>ນ. ເຖEງຢ6າງໃດກJຕາມ ຄວາມຫຍu-ງຍາກທDພວກເຂCາເຈLາ ມEກJຢN6ພາຍໃຕ-ເງYອນໄຂທDດEເພາະ ພວກເຂCາເຈLາສາມາດແນະນ' ແລະ ສອນໄດ-… University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສyກສາຮຽນຮ6ວມລະຫວ6າງ ມະຫາວiທະຍາໄລໂອເຣກອນ ແລະ ລາວ
- 20. 20 …ແຕ6ວ6າ ມEພຽງຜN-ທDໃຫ-ຄວາມເຂLາ ອCກເຂLາໃຈແລະ ຄວາມຮ>ກທDແທ- ຈEງກ>ບພວກເຂCາເຈLາເທRານ>ນ, ບuກຄCນຜN-ທ6dສະແດງອອກເຖEງ ຄວາມເມດຕາອ6ອນໂຍນກ>ບພວກ ເຂCາ ແລະ ມ>ນກJແມ6ນອາລCມ ຄວາມຮN-ສyກຕະUCກແລະ ມ6ວນຊYນ. Hans Asperger, 1944 University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສyກສາຮຽນຮ6ວມລະຫວ6າງ ມະຫາວiທະຍາໄລໂອເຣກອນ ແລະ ລາວ
Editor's Notes
- Autism Spectrum Disorder: Introduction and Educational Needs Dr. Mary Ann Winter-Messiers, Ph.D. University of Oregon-Laos Inclusive Education Project July 2015
- What is Autism? …a group of disorders that originate in brain development, affecting the brain and the body, and primarily recognized by social difficulties, communication challenges, and narrow, repeated behavior patterns.
- A Few Facts Autism is A spectrum disorder (ASD) Wide range of challenges and abilities Brain based, not behavioral at its core Lifelong—but progress can be made Impacts 1 in 68 children and youth in the United States 1:42 US boys 1:189 US girls (CDC, 2014) Fastest growing disability in US
- Some Areas of Significant Challenge Social Deficits Communication Deficits Repeated, Rigid Behaviors, & Narrow Interests Uncontrolled Emotions Sensory Sensitivity Intellectual Capacity Medical and Health Issues
- Social Deficits Impacted by communication deficit Social skills can be learned Imply Theory of Mind deficit Imply range of desire for relationships “In their own world” Social skills are not intuitive Require consistent training Manners must be taught
- Picture Exchange Communication System Communication Deficits Students with autism may: Be verbal or non-verbal Experience language deficits impacting their behavior Struggle with expressive vs. receptive language Show delay in language acquisition Require assistive technology, depending on language skills
- Restricted Repetitive Behaviors & Narrow Interests Restricted repetitive behaviors Finding security in repeating actions Wanting predictability Personal rules
- “Shield Bug”, specific to Laos Narrow interests (Special Interest Areas) Focus on one or two specific passions Consume time, attention, thoughts, devotion Serve as key motivators
- Theory of Mind (ToM) Deficit ToM is the ability to: Infer other people’s mental states (thoughts, desires, opinions, feelings) Use this information to interpret their words and behavior Predict what they will do next
- Theory of Mind Deficit Individuals with autism lack ToM to greater or lesser degrees. Students with autism think: You know what I know and you believe what I believe Apparent in behaviors, relationships, communication, social interactions, emotional reactions, academic work A pervasive challenge throughout daily life Must be taught!
- Uncontrolled Emotion Intertwined with communication and social deficits Causes intense emotional highs and lows Students with autism Need to be taught how to respond May experience opposite of expected response May appear “happy” when someone is hurt Experience depression and anxiety from very young age
- Sensory Sensitivity What feels good, scary, or calming to us may not to them Hearing Touch Taste Smell Sight Balance More or Less? Each student’s sensory responses/needs are unique
- Sample Sensory Sensitivities Slimy, gooey, crunchy, sharp Bright sun, neon lights Noisy/crowded rooms Labels, buttons, rivets, fabric Hot food, perfume, flowers
- Intellectual Capacity Students with autism demonstrate intellectual ability range from severe deficit to genius levels This is separate from other abilities or deficits May have significant deficits and not have intellectual disability, e.g., processing
- Medical & Health Issues Food sensitivities Abdominal and intestinal problems Personal hygiene routines Sleep/night challenges Mental health issues Co-morbid diagnoses, e.g., Obsessive-Compulsive Disorder Anxiety Disorders Epilepsy Bi-polar Disorder ADD/ADHD
- Potential Indicators of ASD Delays and deficits in language/communication Challenges relating to people/environment Challenges with transition and change Overwhelm in responding to sensory stimuli Difficulties in emotion regulation Discrepancies in developmental (delays)
- What’s the Difference? In autism: No single behavior is sufficient: PATTERN Variable profile: mild to intense Difference in intensity and persistence beyond typical development
- What is Most Helpful? Researchers report that the single most reliable predictor of success later in life for students with autism: EARLY INTERVENTION From birth to 5 years of age
- Remember… “These children often show a surprising sensitivity to the personality of the teacher. However difficult they are even under optimal conditions, they can be guided and taught…
- …but only by those who give them true understanding and genuine affection, people who show kindness towards them and yes, humor.” Hans Asperger, 1944