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, with estimates of 2 in 1,000 children being diagnosed. Core symptoms include difficulties with communication, social interactions, and repetitive or restrictive behaviors. Providing a structured routine, clear communication, and a calm environment can help accommodate students with autism.

1. Autism

2. 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

3. 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Autism were just socially withdrawn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

4. 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

5. 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

6. 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

7. 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

8. 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.