Autism is a developmental disability that affects communication and social skills and is generally diagnosed before age 3. It is caused by biological factors affecting the brain and is considered a spectrum disorder. Boys are more likely to be affected than girls. Symptoms include difficulties with communication, repetitive behaviors, and understanding others' perspectives. Educators can help autistic students by maintaining clear routines, using direct language and instruction, and providing a safe environment.

1. Autism

3. Autism
 A developmental disability, generally evident
before age 3
 Affects: Verbal and nonverbal
communication, social interaction
 Affects a child’s performance
 Often referred to as a spectrum disorder one
of 5 in the category of Pervasive
Developmental Disorders

4. History of Autism:
1943- was named by Leo Kenner (a child
psychiatrist at John Hopkins University Medical
School
 1940’s-60’s it was thought that people with
Autism were just socially withdrawn
 Today it is known as neurological and
biochemical alterations in the brain.
 1911-Eugen Bluer, a Swiss psychiatrist had
first used the term autism, but it was not yet
classified

5. Cause of Autism?
 The exact cause is unknown. Most evidence
indicates that it comes from a biological
origin.
 Lack of love and attention theory…true or
false?
 It is a metabolic dysfunction of the brain.
 It has 1/4th of the signs of a neurological
disorder
 Measles and mumps vaccine theory

7. Autism Statistics:
 Boys are affected 4 to 5 times more than
girls
 5 to 15 of every 10,000 people are
diagnosed
 Rarely more than one person in a family is
affected
 Center of Disease control estimated 2 out of
1,000 are diagnosed
 Autism society of America states 1 of every
150 births are diagnosed and 1 to 1.5 mil
Americans have it with a growth of 17%
since 1990

8. Symptoms of Autism and
challenges:
 Difficulty in communication
 Repetitive behaviors
 Lack of spoken language
 Grasping and touch
 Difficulty understand perspective
 Displays of affection and emotion are not
typical and difficulty regulating emotions

9. How to accommodate an
Autistic student:
 Keep to a repetitive and routine schedule.
 Use of direct instruction which is very structured with
many varieties of stimuli
 Use of direct language. Autism students do not
understand figurative language.
 Practicing communication strategies with a routine
 Warning and preparation when a change is coming
 Must feel safe and may require a private area at
times
 Working with specialists to have a co-ordinated
approach to

10. References
 A History of Autism. (n.d.). WEb MD. Retrieved
July 20, 2012, from
http://www.webmd.com/brain/autism/history-of-
autism
 Nielson, L. B. (2009). Disabilities and Health
Disorders. In Brief References of Student
Dissabilities. (2nd ed.). (p. 65). Thousand Oaks
, California: Corwin press.
 Richmond, M. L. Autism in the classroom.
Retrieved July 20, 2012, from http://
www.superduperinc.com
 (n.d.). Teaching students with Autism. In
Teaching Students with Autism. (p. 27).
Victoria, BC: Ministry of Education special
programs branch.