This presentation is an introductory presentation on Autism (ASD): together with the list of lots of online sources and organizations that can help you to find out more information on this type of brain developmental disorder.
This presentation is an introductory presentation on Autism (ASD): together with the list of lots of online sources and organizations that can help you to find out more information on this type of brain developmental disorder.
Accommodations and Modifications in the Differentiated Classroom (in Lao)Kirsten Haugen
ย
Accommodations and Modifications in the Differentiated Classroom
Dr Marisa Silver
UO Laos Inclusion Project 2015, laosuoregon.edublogs.org
This presentation is in Lao
The purpose of this presentation is to:
* Look at what a child can do now, can do with help, and cannot do.
* Decide what to teach the child next - Next Step Learning
* Understand a child's abilities, not just the challenges
* Set high expectations for students.
* Identify and address barriers to learning.
* Explore 17 Indicators of an inclusive environment.
UO Laos Inclusion Project 2015, laosuoregon.edublogs.org
Accommodations and Modifications in the Differentiated Classroom (in Lao)Kirsten Haugen
ย
Accommodations and Modifications in the Differentiated Classroom
Dr Marisa Silver
UO Laos Inclusion Project 2015, laosuoregon.edublogs.org
This presentation is in Lao
The purpose of this presentation is to:
* Look at what a child can do now, can do with help, and cannot do.
* Decide what to teach the child next - Next Step Learning
* Understand a child's abilities, not just the challenges
* Set high expectations for students.
* Identify and address barriers to learning.
* Explore 17 Indicators of an inclusive environment.
UO Laos Inclusion Project 2015, laosuoregon.edublogs.org
Introduction to Autism Spectrum Disorders (in Lao)
1. Autism Spectrum Disorder:
เบเบฒเบเปเบเบฐเบ' เปเบฅเบฐ เบเบงเบฒเบกเบ-เบญเบเบเบฒเบเบ-เบฒเบเบเบฒเบเบชyเบเบชเบฒ
Introduction and Educational Needs
Dr. Mary Ann Winter-Messiers, Ph.D.
University of Oregon-Laos Inclusive Education
Project
July 2015
1University of Oregon โ Laos Inclusion Project โข 2015 เปเบเบเบเบฒเบเบเบฒเบเบชyเบเบชเบฒเบฎเบฝเบเบฎ6เบงเบกเบฅเบฐเบซเบง6เบฒเบ เบกเบฐเบซเบฒเบงiเบเบฐเบเบฒเปเบฅเปเบญเปเบฃเบเบญเบ เปเบฅเบฐ เบฅเบฒเบง
Autism Spectrum Disorder: Introduction and Educational Needs
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?
โฆa 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
Lifelongโbut 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
โIn their own worldโ
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
โShield Bugโ, 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 peopleโs 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 โhappyโ 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 studentโs sensory responses/needs are unique
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)
Whatโs 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
Rememberโฆ
โThese 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 taughtโฆ
โฆbut only by those who give them true understanding and genuine affection, people who show kindness towards them
and yes, humor.โ
Hans Asperger, 1944