The document discusses exceptionality and autism. It defines exceptionality as aspects of functioning that differ greatly from the norm, including impairments or unique talents. Autism is described as a developmental disability that impacts academic achievement and verbal/nonverbal communication through repetitive behaviors and atypical responses to sensory events. Strengths of autism include long term memory, honesty, loyalty, understanding rules, and focus on enjoyed activities, while areas needing support are motivation, unrelated interests, strong emotions, and speech. For a diagnosis of autism, a child must exhibit at least three of four traits: impaired social interaction, communication, sensory responses, and restricted/repetitive behaviors. The Individuals with Disabilities Education Act requires services for students with

1. Exceptionality
By Novalee Shoemaker

2. Definition
When a child is considered exceptional,
there is some aspect of their functioning
that differs greatly from what is
considered to be the norm. Both children
with impairments and those who possess
unique talents or gifts are included in this
description.

3. Autism
Autism Spectrum is a developmental disability that adversely affects a
child's academic achievement and has a major negative impact on
verbal and nonverbal communication, social interaction, as well as
hyper- and hypo-sensory functioning. Repetitive behaviors and
movements, intolerance to environmental change or changes in daily
routines, and atypical responses to sensory events are further traits that
are frequently linked to autism.

4. Strengths of Autism
● Long Term memory skills
● Honesty
● Loyalty
● Understanding rules
● Focus on Activities they enjoy
https://otsimo.com/en/strengths-challenges-autism/

5. Areas need for support
● Motivation
● Doing other things not related to interests
● Strong emotions
● Speach
● Stimulation
https://otsimo.com/en/strengths-challenges-autism/

6. A child must exhibit at least three of the following four
traits in order to be classified as having autism: impaired
social interaction, impaired communication, atypical
sensory responses, and restricted, repetitive, or
stereotypical patterns of behavior, interest, and/or
activities.

7. In the book Multicultural Education in a Pluralistic
Society By Donna M. Gollnick and Philip C. Chinn it
says “Congress passed Public Law 101-476, the
Individuals with Disabilities Education Act (IDEA),
in 1990 as amendments to Public Law 94-142. Key
components of this amendment included the
addition of students with autism or traumatic brain
injury as a separate class entitled to services.”
Pg. 171 Chapter 6

8. How to include all
students in class
Encourage students to ask questions. Almost always, it's
acceptable to inquire about a peer's experience with a
disability. Speaking with others enables kids to see past the
mystery of a disability since everyone wants to be
understood.
Find points of agreement. Although no two people are exactly
same, the majority of us share traits. Our connections are
strengthened if we look for commonalities among us rather
than differences.
Teachers set an excellent example. Students will learn how to
interact, accept, and react to other students via the teachers
actions and words. Not only talk about weaknesses but also
strengths.
Have everyone be involved in activities that everyone can
understand.