Everyone Is Different
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Autism is a developmental disability that means individuals experience and interact with the world differently than others, such as playing, communicating, or having different interests, but they still do many of the same everyday activities like sleeping, eating, and going to school. Autism is not temporary like a cold and does not simply go away.
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Everyone Is Different PowerPoint
Autism is a developmental disability that means individuals experience and interact with the world differently than others through how they play, communicate, and their interests, but they still do many of the same everyday activities like sleeping, eating, and going to school. Autism is not temporary like a cold and does not simply go away.
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Tyler Victor is a Psychology major from Cincinnati, OH attending Marshall University because he wanted to leave Cincinnati but stay close to family. He enjoys listening to various types of music except for country and heavy metal. Tyler also loves sports ranging from football to hockey.
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OCD is an anxiety disorder that affects around 2.3% of Americans. It causes unwanted repetitive thoughts and compulsive behaviors. OCD is thought to involve imbalances in brain serotonin levels and overactivity in certain brain regions. Common symptoms include fears of contamination, needing order and symmetry, and unwanted aggressive or disturbing thoughts. Genetics are also linked to OCD risk, and treatment involves medication and therapies like exposure therapy. People with OCD often feel misunderstood due to their repetitive behaviors and obsessive thoughts.
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Everyone Is Different PowerPoint
Autism is a developmental disability that means individuals experience and interact with the world differently than others through how they play, communicate, and their interests, but they still do many of the same everyday activities like sleeping, eating, and going to school. Autism is not temporary like a cold and does not simply go away.
Intro
Tyler Victor is a Psychology major from Cincinnati, OH attending Marshall University because he wanted to leave Cincinnati but stay close to family. He enjoys listening to various types of music except for country and heavy metal. Tyler also loves sports ranging from football to hockey.
Ocd
OCD is an anxiety disorder that affects around 2.3% of Americans. It causes unwanted repetitive thoughts and compulsive behaviors. OCD is thought to involve imbalances in brain serotonin levels and overactivity in certain brain regions. Common symptoms include fears of contamination, needing order and symmetry, and unwanted aggressive or disturbing thoughts. Genetics are also linked to OCD risk, and treatment involves medication and therapies like exposure therapy. People with OCD often feel misunderstood due to their repetitive behaviors and obsessive thoughts.
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Everyone Is Different PowerPoint
1. Autism is a developmental disability that means individuals experience the world differently than others. They may communicate, play, and have different interests in different ways.
2. There is no single cause of autism, but it is thought to involve genetic and medical factors as well as possible environmental toxins.
3. While there is no cure for autism, with help from doctors, teachers, family, and friends, individuals with autism can lead normal lives. Early understanding and learning about autism is important.
Everyone Is Different PowerPoint
1. Autism is a developmental disability that means individuals experience the world differently than others. They may communicate, play, and have different interests in different ways.
2. There is no single cause of autism, but it is thought to involve genetic and medical factors as well as possible environmental toxins.
3. While there is no cure for autism, with support from doctors, teachers, family, and friends, individuals with autism can lead normal lives. Early understanding and learning about autism is important.
Everyone Is Different
1. Autism is a developmental disability that means individuals experience the world differently than others. They may communicate, play, and have different interests in different ways.
2. There is no single cause of autism, but it is thought to involve genetic and medical factors as well as possible environmental toxins.
3. While there is no cure for autism, with support from doctors, teachers, family, and friends, individuals with autism can lead normal lives. Early understanding and learning about autism is important.
Eliciting Parent’s Opinion about Classroom Discussion of Autism Spectrum Diso...
Teachers should:
1) Get permission from and talk to the parents of the child with autism before discussing the child's autism with the class.
2) Explain to parents that educating classmates benefits their child and other children's understanding.
3) Respect the parents' decision about how much of the discussion is specific to their child.
When discussing differences with the class, teachers should:
1) Emphasize that everyone has strengths and challenges.
2) Make clear the classroom is a safe environment for all children.
3) Assure children that the teacher is in control if any unsafe behaviors occur.
Teaching Strategies: A Guide for Teachers When Approaching Children with High...
This document provides classroom strategies for teaching students with high-functioning autism and Asperger's syndrome. It outlines areas of weakness such as difficulties with language, insistence on sameness, restricted interests, poor concentration, and poor organizational skills. For each area, it recommends specific strategies teachers can use, such as preparing students for changes, limiting discussions of restricted interests, using visual organizers, breaking tasks into steps, and providing structured calendars and checklists. Overall, the strategies emphasize using concrete and structured teaching methods, incorporating students' interests, checking for comprehension, and addressing both academic and behavioral needs.
Sensory Considerations When Teaching and Setting Up the Classroom
This document discusses sensory considerations when teaching and setting up a classroom for children with autism. It notes that children with autism often have difficulty processing sensory stimuli, which can cause stress, anxiety and confusion. It provides tips to address potential sensitivities to auditory, visual, tactile, taste, smell and movement. Suggestions include using headphones, visual cues instead of auditory directions, allowing natural light, a quiet space for students to use, and clear boundaries and organization in the classroom. The goal is to decrease sensory overload and increase focus for students with autism.
Sensory Considerations When Teaching and Setting Up the Classroom
Sensory Considerations When Teaching and Setting Up the Classroom
Children with autism often have difficulty organizing sensory input. Responses to sensory input can range from an overload sensory response (hypersensitive) to an underload sensory response (hyposensitive). These responses occur as a result of the child experiencing difficulty trying to interpret their environment. Because children with autism have difficulty processing sensory stimuli, hyposensitivity or hypersensitivity of sensory input can cause stress, anxiety, and confusion.
Types of sensory input to be aware of in the classroom- auditory, visual, tactile, smell, taste and movement
It is especially important to be aware of possible sensitivies in the classroom environment as difficulty organizing sensory input can markedly decrease a child’s ability to sustain focused attention.
Sensory Considerations When Teaching and Setting Up the Classroom
This document discusses sensory considerations when teaching and setting up a classroom for children with autism. It notes that children with autism often have difficulty processing sensory stimuli, which can cause stress, anxiety and confusion. It provides tips to address potential sensitivities to auditory, visual, tactile, taste, smell and movement. Suggestions include using headphones, visual cues instead of auditory directions, allowing natural light, a quiet space for students to use, and clear boundaries and organization in the classroom. The goal is to decrease sensory overload and increase focus for students with autism.
Sensory Considerations When Teaching and Setting Up the Classroom
Children with autism often have difficulty organizing sensory input. Responses to sensory input can range from an overload sensory response (hypersensitive) to an underload sensory response (hyposensitive). These responses occur as a result of the child experiencing difficulty trying to interpret their environment. Because children with autism have difficulty processing sensory stimuli, hyposenstivity or hypersentivity of sensory input can cause stress, anxiety, and confusion.
Types of sensory input to be aware of in the classroom- auditory, visual, tactile, smell, taste and movement
It is especially important to be aware of possible sensitivies in the classroom environment as difficulty organizing sensory input can markedly decrease a child’s ability to sustain focused attention.
Managing Behaviors In Autism
The document provides behavior management strategies for several common behaviors seen in students with autism, including self-injurious behaviors, self-stimulating behaviors, running away, fixations and repetitions, inability to deal with change, and screaming/crying. The strategies suggest identifying the underlying causes or triggers for behaviors, modifying the classroom environment, teaching compensatory communication skills, using visual schedules, and addressing anxiety through self-monitoring rather than rewards to avoid reinforcing undesirable behaviors.
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Autism is a developmental disability that means individuals experience and interact with the world differently than others, such as playing, communicating, or having different interests, but they still do many of the same everyday activities like sleeping, eating, and going to school. Autism is not temporary like a cold and does not simply go away.
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Everyone Is Different PowerPoint
1. Autism is a developmental disability that means individuals experience the world differently than others. They may communicate, play, and have different interests in different ways.
2. There is no single cause of autism, but it is thought to involve genetic and medical factors as well as possible environmental toxins.
3. While there is no cure for autism, with help from doctors, teachers, family, and friends, individuals with autism can lead normal lives. Early understanding and learning about autism is important.
Everyone Is Different PowerPoint
1. Autism is a developmental disability that means individuals experience the world differently than others. They may communicate, play, and have different interests in different ways.
2. There is no single cause of autism, but it is thought to involve genetic and medical factors as well as possible environmental toxins.
3. While there is no cure for autism, with support from doctors, teachers, family, and friends, individuals with autism can lead normal lives. Early understanding and learning about autism is important.
Everyone Is Different
1. Autism is a developmental disability that means individuals experience the world differently than others. They may communicate, play, and have different interests in different ways.
2. There is no single cause of autism, but it is thought to involve genetic and medical factors as well as possible environmental toxins.
3. While there is no cure for autism, with support from doctors, teachers, family, and friends, individuals with autism can lead normal lives. Early understanding and learning about autism is important.
Eliciting Parent’s Opinion about Classroom Discussion of Autism Spectrum Diso...
Teachers should:
1) Get permission from and talk to the parents of the child with autism before discussing the child's autism with the class.
2) Explain to parents that educating classmates benefits their child and other children's understanding.
3) Respect the parents' decision about how much of the discussion is specific to their child.
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1) Emphasize that everyone has strengths and challenges.
2) Make clear the classroom is a safe environment for all children.
3) Assure children that the teacher is in control if any unsafe behaviors occur.
Teaching Strategies: A Guide for Teachers When Approaching Children with High...
This document provides classroom strategies for teaching students with high-functioning autism and Asperger's syndrome. It outlines areas of weakness such as difficulties with language, insistence on sameness, restricted interests, poor concentration, and poor organizational skills. For each area, it recommends specific strategies teachers can use, such as preparing students for changes, limiting discussions of restricted interests, using visual organizers, breaking tasks into steps, and providing structured calendars and checklists. Overall, the strategies emphasize using concrete and structured teaching methods, incorporating students' interests, checking for comprehension, and addressing both academic and behavioral needs.
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This document discusses sensory considerations when teaching and setting up a classroom for children with autism. It notes that children with autism often have difficulty processing sensory stimuli, which can cause stress, anxiety and confusion. It provides tips to address potential sensitivities to auditory, visual, tactile, taste, smell and movement. Suggestions include using headphones, visual cues instead of auditory directions, allowing natural light, a quiet space for students to use, and clear boundaries and organization in the classroom. The goal is to decrease sensory overload and increase focus for students with autism.
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Sensory Considerations When Teaching and Setting Up the Classroom
Children with autism often have difficulty organizing sensory input. Responses to sensory input can range from an overload sensory response (hypersensitive) to an underload sensory response (hyposensitive). These responses occur as a result of the child experiencing difficulty trying to interpret their environment. Because children with autism have difficulty processing sensory stimuli, hyposensitivity or hypersensitivity of sensory input can cause stress, anxiety, and confusion.
Types of sensory input to be aware of in the classroom- auditory, visual, tactile, smell, taste and movement
It is especially important to be aware of possible sensitivies in the classroom environment as difficulty organizing sensory input can markedly decrease a child’s ability to sustain focused attention.
Sensory Considerations When Teaching and Setting Up the Classroom
This document discusses sensory considerations when teaching and setting up a classroom for children with autism. It notes that children with autism often have difficulty processing sensory stimuli, which can cause stress, anxiety and confusion. It provides tips to address potential sensitivities to auditory, visual, tactile, taste, smell and movement. Suggestions include using headphones, visual cues instead of auditory directions, allowing natural light, a quiet space for students to use, and clear boundaries and organization in the classroom. The goal is to decrease sensory overload and increase focus for students with autism.
Sensory Considerations When Teaching and Setting Up the Classroom
Children with autism often have difficulty organizing sensory input. Responses to sensory input can range from an overload sensory response (hypersensitive) to an underload sensory response (hyposensitive). These responses occur as a result of the child experiencing difficulty trying to interpret their environment. Because children with autism have difficulty processing sensory stimuli, hyposenstivity or hypersentivity of sensory input can cause stress, anxiety, and confusion.
Types of sensory input to be aware of in the classroom- auditory, visual, tactile, smell, taste and movement
It is especially important to be aware of possible sensitivies in the classroom environment as difficulty organizing sensory input can markedly decrease a child’s ability to sustain focused attention.
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The document provides behavior management strategies for several common behaviors seen in students with autism, including self-injurious behaviors, self-stimulating behaviors, running away, fixations and repetitions, inability to deal with change, and screaming/crying. The strategies suggest identifying the underlying causes or triggers for behaviors, modifying the classroom environment, teaching compensatory communication skills, using visual schedules, and addressing anxiety through self-monitoring rather than rewards to avoid reinforcing undesirable behaviors.
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Autism is a developmental disability that means individuals experience and interact with the world differently than others, such as playing, communicating, or having different interests, but they still do many of the same everyday activities like sleeping, eating, and going to school. Autism is not temporary like a cold and does not simply go away.
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Everyone Is Different
- 2. What is Autism? Autism is a developmental disability. This means they experience the world differently than you do. › They may play differently, communicate differently and even have different interests. › But that’s OK!! Because our friend with autism still does many things just like you: sleep, eat, go to the doctor, go to school, etc. › Autism is NOT like a cold- it does not just go away.
- 8. •What is a developmental disability? •What is an environmental toxin? •Can you “catch” an autism spectrum disorder from environmental toxins? •Can I “catch” autism from my friend with autism? •Just because I am a boy, will I have autism and my friend that is a girl wont? •What are the five types of autism spectrum disorders?