Autism, also called autism spectrum disorder(ASD), is a complicated condition that includes problems with communication and behavior. It can involve a wide range of symptoms and skills. ASD can be a minor problem or a disability that needs full-time care in a special facility. Autism is a neurological, developmental delay which mainly impacts a child’s language, social skills and behaviour. In other words, children with Autism(CAW) face difficulties in social interaction, verbal and non-verbal communication and repetitive behaviours. The word autism is derived from ‘Greek’ word ‘Autos’ which means “SELF”. It is lifelong developmental disorder.

1. EDUCATIONAL NEEDS
OF CHILDREN WITH
AUTISM
PREPARED BY : MUSRAT BASHIR
ENROLLMENT NO.: 2129CUKmr22
COURSE CODE : IBM-C-105
SUBMITTED TO : DR. REYAZ AHMAD
DATED : 21 JAN 2022

2. CONTENTS
 INTRODUCTION OF AUTISM
 SYMPTOMS OF AUTISM
 TYPES OF AUTISM
 CAUSES OF AUTISM
 TREATMENT OF AUTISM
 EDUCATIONAL NEEDS OF AUTISM
 CONCLUSION
 REFERENCES

3. INTRODUCTION
 Autism, also called autism spectrum disorder(ASD), is a complicated condition
that includes problems with communication and behavior. It can involve a wide
range of symptoms and skills. ASD can be a minor problem or a disability
that needs full-time care in a special facility.
 Autism is a neurological, developmental delay which mainly impacts a
child’s language, social skills and behaviour. In other words, children with
Autism(CAW) face difficulties in social interaction, verbal and non-verbal
communication and repetitive behaviours.
 The word autism is derived from ‘Greek’ word ‘Autos’ which means “SELF”.
 It is lifelong developmental disorder.

4. CONTINUE...
 The term Autism was coined by Swiss psychiatrist PAUL EUGENE BLEULER in
1911, who used it to describe withdrawal into one’s inner world, a
phenomena he observed in individuals with schizophrenia. BLEULER wrote a
book on autism based on “Human behaviours”.
 Autism was first described by American psychiatrist LEO KANNER in 1943
and by HANS ASPERGER IN 1944 describes little professor syndrome.

5. DEFINITIONS
 “Autism means a condition of uneven skills development primarily affecting
the communication and social abilities of a person, marked by repetitive and
ritualistic behaviors.” ‘NATIONAL TRUST ACT’
 “Autism, a poorly understand condition, is now considered a pervasive
developmental disorder because children who are autistic are challenged by
a range of impairments in the normal development of communication, social
and cognitive capacities.” ‘COHEN, DONNELLAN AND PAUL’

6. CONTINUE…

7. SYMPTOMS OF AUTISM

8. TYPES OF AUTISM
 Asperger syndrome
 Pervasive syndrome
 Autistic syndrome
 Rett syndrome
 Childhood disintegrative syndrome

9. CONTINUE…
 ASPERGER SYDROME : It is also known as Geek syndrome. People with this
syndrome are intelligent and do their daily work but they may have problem
in socializing. These children don’t have a problem with language; in fact,
they tend to score in the average or above-average range on intelligence
tests, but they have social problems and a narrow scope of interests.
 PERVASIVE SYNDROME : This type of disorder include delay in
development, social development and communication development as well.
People suffering from this disorder might be confused about world
around.hey also have less power of imagination.

10. CONTINUE…
 AUTISTIC DISORDER : It is also known as Kanner’s syndrome. Autistic syndrome was
discovered by psychiatrist Leo Kanner of John Hopkins University in 1943 when he
characterized it as infantile autism. Doctor’s also describe the condition as a classic autistic
disorder. Children with autistic’s syndrome will appear attractive, alert, and intelligent with
underlying characteristics of the disorder such as:
• Lack of emotional attachment with others
• Communication and interaction challenges
• Uncontrolled speech
• Obsession with handling objects
• A high degree of rote memory and visuospatial skills with major
difficulties learning in other areas.

11. CONTINUE…
 RETT SYNDROME: Rett syndrome is a neurodevelopmental disorder that is
noticed in infancy. The disorder mostly affects girls, although it can still be
diagnosed in boys. Rett syndrome presents challenges that affect almost
every aspect of a child’s life. The good thing is your child can still enjoy and
live a fulfilling life with the proper care. Common symptoms of rett syndrome
includes:
• Loss of standard movement and coordination
• Challenges with communication and speech
• Breathing difficulties in some cases.

12. CONTINUE…
 CHILDHOOD DISINTEGRATIVE SYNDROME : It is also known as Heller’s syndrome
or disintegrative psychosis, is a neurodevelopmental disorder defined by delayed
onset of developmental problems in language, motor skills, or social function. A
child experiences normal development in these areas only to hit a snag after age 3
and up to age 10. The developmental loss can be very heartbreaking for parents
who had no idea their child had autism challenges all along. The child may lose any
of the following skills and abilities:
• toileting skills if they had a already been established
• Acquired language or vocabularies
• Social skills and adaptive behaviors

13. CAUSES OF AUTISM

14. TREATMENT
 There is no curse for autism till date but if diagnosed in early age many
types of therapy can be given.
 Behavioral and communication therapy
 Family therapy
 Education therapy
 Medication.

15. CONTINUE…
 Behavior and communication: Teaching children how to act in social
situations or how to communicate better with other people.
 Educational therapies : Successful programs often include a team of
specialists and variety of activities to improve social skills, communication
and behavior.
 Family therapies: Family members can learn how to play and interact with
their children in ways that promote social interaction skills.
 Medications: No medication can improve the core signs of autism, but
certain medications can help control symptoms. such as antidepressants
and antipsychotic drugs.

16. EDUCATIONAL NEEDS OF AUTISM
 Educational settings should support the social emotional welldeing of
students on the spectrum.
 Flexible and individually tailored educational approach.
 Educational approaches need to consider student preferences for support
including, one-on-one support, support for executive function skills, social
aspects of schooling, support for sensory needs, and times of transition or
impending change.
 Technology needs to be considered as an essential element of support.

17. CONTINUE…
 Educational settings need to take into consideration the sensory experiences in
the environment.
 Supporting associated challenges experienced by students on the spectrum is
essential:
Anxiety
Depression
Attention difficulties
Learning/communication difficulties
Auditory processing difficulties.

18. CONTINUE…
 Future professional learning for educators and specialists needs to focus
on teacher confidence and self-efficacy.
 Educators and specialist training needs to be delivered in a variety of ways.

19. CONCLUSION
Our perception of autism has evolved over time. Sixty years ago autism was
considered as developmental delay or mental retardation.
Today it is recognized as an independent neurologically based disorder of
significance, a major public health problem, and a topic of much research.
Researchers have struggled to find a cause for the disorder without great
success.
Despite this difficulty, research continues in ever more sophisticated
directions.
Numerous treatments have been developed that help children with autism to
maximize their potential to learn and become socially fluent.

20. REFERENCES
• https://youtu.be/zTgcrL_6txU
• S .K. MANGAL, Educating Exceptional Children: an introduction to special
education.
• https://youtu.de/-zCcef-SB2A
• HTTPS://WWW.integrityinc.org/types
• http://www.webmd .com/brain/autism/understanding-basics